[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-328856-105":59,"doc-detail-328856-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","pedagogical-strategies-for-teaching-the-dsm-centering-diversity-and-equity-article","Pedagogical Strategies for Teaching the DSM - Centering Diversity and Equity - Article","","The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) introduces ethical challenges for social work educators and students preparing for clinical practice. The article examines how DSM-5 revisions attempted to increase cultural awareness, sensitivity, and formulation skills, while also addressing persistent shortcomings in its medical model framework. It analyzes central tensions, compares benefits and limitations, and proposes teaching strategies for MSW classrooms that support critical diagnosis while aligning assessment with social work values and ethics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pedagogical-strategies-for-teaching-the-dsm-centering-diversity-and-equity-article/328856/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pedagogical-strategies-for-teaching-the-dsm-centering-diversity-and-equity-article/328856.png","ImageObject",300,407,{"name":92,"@type":93},"Xiajie","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-09-21",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the DSM-5 create ethical challenges for social workers and educators?","Question",{"text":112,"@type":113},"The manual’s medical model approach conflicts with social work values and ethics, even as clinicians rely on it for assessment and communication. Social work pedagogy must address how diagnostic labeling can affect clients’ self-understanding, stigma, and relational context.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What benefits can DSM diagnoses provide for clients and providers?",{"text":117,"@type":113},"Receiving a diagnostic label can validate clients’ experiences and enable access to interventions and provider reimbursement. It also helps clients name and externalize sources of distress and understand those challenges more clearly.",{"name":119,"@type":110,"acceptedAnswer":120},"What specific DSM-5 changes were intended to improve cultural sensitivity?",{"text":121,"@type":113},"DSM-5 added cultural-factor sections to most diagnostic categories, developed the Cultural Formulation Interview (CFI), and included a glossary of cultural concepts of distress in the appendix. The DSM-5 introduction also describes ways culture shapes communication of distress and understanding of illness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},328856,1790530007,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},8814010472675,"https://avatar.qwps.com/avatar/WGlhamll","Pedagogical Strategies for Teaching the DSM: Centering Diversity and Equity  \nAmy Levine  \nMarilyn Ghezzi  \nAbstract: The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition presents numerous ethical challenges for social workers. As social work educators, we are tasked with preparing students for clinical social work practice, which includes not only instructing students in the use of the DSM-5, but also emphasizing the importance of pursuing social justice and equity in clinical work. With the most recent revision, the DSM- 5 TaskForce attempted to improve cultural awareness and sensitivity – efforts that yielded mixed results. This article explores the changes, benefits, and shortcomings of these efforts to address cultural diversity and highlights pedagogical approaches for bringing this knowledge to theMSW classroom. We describe specific teaching strategies that underscore the importance of a strong cultural formulation of client problems and are designed to inspire critical thinking about the process of diagnosing. Social workers are encouraged to adopt these strategies for using the DSM-5 not only to better inform their clinical decision-making but also to better align their clinical practice with social work values and ethics.  \nKeywords: Clinical social work practice, social work pedagogy, cultural awareness, DSM-5  \nSocial Work and DSM-5: Central Tensions  \nIn the 70 years since the first edition of the Diagnostic and Statistical Manual ofMental Disorders (DSM, American Psychiatric Association [APA], 1952), social workers have hada conflicted relationship with the manual. In their practice, clinical social workers must expertly use the manual to accurately assess clients ’ mental health and choose appropriate evidence-based interventions when needed. However, this process is hampered by the serious shortcomings in the DSM’s framework and perspective on mental illness. Despite the challenges, the DSM facilitates clear communication among professionals by providing a common language for mental health conditions. The manual has undergone periodic revisions to incorporate new research findings (McQuaide, 1999; Petrovich & Garcia, 2016) . For some clients, receiving a diagnostic label can be validating and is often necessary to receive access to interventions that address their mental health challenges as well as for providers to receive reimbursement (Sutherland et al., 2016) . Further, a diagnosis can enable clients to name, externalize, and better understand sources of great distress in their lives (Craddock & Mynors-Wallis, 2014) .  \nDespite these benefits, the DSM is a manual primarily designed by and for psychiatrists, and its medical model approach to diagnosis conflicts with social work values and ethics in several important ways. In her seminal article, McQuaide (1999) summarized  \nsocial workers' concerns about the DSM's focus on pathology rather than strengths, its lack of person-in-environment perspective, its lack of cultural sensitivity, and its reliance on the medical model as the basis for diagnosing mental illness. These critiques remain relevant even after the DSM’s most recent fifth edition (DSM-5; APA, 2013) . Moreover, numerous scholars have echoed the limitations of the current system of diagnostic classification as having limited utility, which led to recent efforts by the National Institute of Mental Health to consider new systems of diagnostic classification (Bredstrom, 2019; Insel, 2014; Kozak & Cuthbert, 2016; Petrovich & Garcia, 2016; Sutherland et al., 2016; Thornton, 2017) . To build greater critical consciousness regarding the history and function of DSM in our society, Karter and Kamens (2019) urged clinicians to apply an ecological framework to the process of diagnosis. Their call expands Sutherland and colleagues ’(2016) discussion that noted DSM diagnoses frame client distress as purely personal, which not only can increase shame and stigma but also downplay the relation","cbCairS3pRhkOh58","https://ap.wps.com/l/cbCairS3pRhkOh58","pdf",320848,12,"English","# Social Work and DSM-5: Central Tensions\n## Benefits and Communication Value of DSM\n## Critiques from Social Work Perspectives\n# Changes in DSM-5: Improvements or Window Dressing?\n## Abandoning the Multiaxial System\n## Cultural Sensitivity Revisions in DSM-5\n## Cultural Formulation Interview (CFI) and Guidance","[{\"question\":\"Why does the DSM-5 create ethical challenges for social workers and educators?\",\"answer\":\"The manual’s medical model approach conflicts with social work values and ethics, even as clinicians rely on it for assessment and communication. Social work pedagogy must address how diagnostic labeling can affect clients’ self-understanding, stigma, and relational context.\"},{\"question\":\"What benefits can DSM diagnoses provide for clients and providers?\",\"answer\":\" Receiving a diagnostic label can validate clients’ experiences and enable access to interventions and provider reimbursement. It also helps clients name and externalize sources of distress and understand those challenges more clearly.\"},{\"question\":\"What specific DSM-5 changes were intended to improve cultural sensitivity?\",\"answer\":\" DSM-5 added cultural-factor sections to most diagnostic categories, developed the Cultural Formulation Interview (CFI), and included a glossary of cultural concepts of distress in the appendix. The DSM-5 introduction also describes ways culture shapes communication of distress and understanding of illness.\"}]","Pedagogical Strategies for Teaching the DSM - Centering Diversity and Equity - Article | PDF",1789981361]