Reframing the <i>DSM‐IV‐TR</i> From a Multicultural/Social Justice Perspective

Zalaquett, Carlos P.; Fuerth, Katherine; Stein, Carmen; Ivey, Allen E.; Ivey, Mary Bradford

doi:10.1002/j.1556-6678.2008.tb00521.x

Cited by 28 publications

(28 citation statements)

References 15 publications

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“…Indeed, clinical theorists such as Lifton (1988) have asserted that PTSD symptoms are in fact a “normal adaptive process of reaction to an abnormal situation,” which in turn implies that failing to respond to trauma in a PTSD-like way, or showing PTSD symptoms to non-traumatic events, could be construed as abnormal (Gold, Marx, Soler-Baillo, & Sloan, 2005; Seides, 2010; Smith, 2004). Similarly, depression as a response to stressful environmental situations, such as being continuously subjected to sexual harassment at the workplace, has been argued to be a perfectly reasonable response that should be recognized by culturally competent clinicians, whereas not reacting to the same situation should be cause for concern (Zalaquett, Fuerth, Stein, Ivey, & Ivey, 2008). …”

Section: Discussionmentioning

confidence: 99%

Proportionate responses to life events influence clinicians' judgments of psychological abnormality.

Kim¹,

Paulus²,

Gonzalez³

et al. 2012

Psychological Assessment

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Psychological abnormality is a fundamental concept in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR; APA, 2000) and in all clinical evaluations. How do practicing clinical psychologists use the context of life events to judge the abnormality of a person’s current behaviors? The appropriate role of life-event context in assessment has long been the subject of intense debate and scrutiny among clinical theorists, yet relatively little is known about clinicians’ own judgments in practice. We propose a proportionate-response hypothesis, such that judgments of abnormality are influenced by whether the behaviors are a disproportionate response to past events, rendering them difficult to understand or explain. We presented licensed, practicing clinical psychologists (N=77) with vignettes describing hypothetical people’s behaviors (disordered, mildly distressed, or unaffected) that had been preceded by either traumatic or mildly distressing events. Experts’ judgments of abnormality were strongly and systematically influenced by the degree of mismatch between the past event and current behaviors in strength and valence, such that the greater the mismatch, the more abnormal the person seemed. A separate, additional group of clinical psychologists (N=20) further confirmed that the greater the degree of mismatch, the greater the perceived difficulty in understanding the patient. These findings held true across clinicians of different theoretical orientations and in disorders for which these patterns of judgments ran contrary to formal recommendations in the DSM-IV-TR (APA, 2000). The rationality of these effects and implications for clinical decision science are discussed.

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Section: Discussionmentioning

confidence: 99%

Proportionate responses to life events influence clinicians' judgments of psychological abnormality.

Kim¹,

Paulus²,

Gonzalez³

et al. 2012

Psychological Assessment

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“…For members of socially marginalized groups, traumatic stress experiences must be assessed using a framework that includes individual perception as well as contextual issues (Zalaquett, Fuerth, Stein, Ivey, & Ivey, 2008). Carlson (1997) defined traumatic stress experiences as events that are perceived as negative, sudden, and uncontrollable.…”

Section: Traumatic Stressmentioning

confidence: 99%

Educational Hegemony, Traumatic Stress, and African American and Latino American Students

Goodman¹,

West-Olatunji

2010

J Multicult Couns & Deve

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The authors use traumatic stress theory to develop an ecosystemic understanding of hegemony and systemic barriers to educational success for culturally diverse students. Scholarship on trauma and systemic oppression are applied to students' academic experiences, and recommendations for improving educational outcomes include assessing for and ameliorating trauma in educational settings.Los autores emplean teorías del estrés traumático para desarrollar un entendimiento ecosistemático de la hegemonía y las barreras sistémicas para el éxito académico de estudiantes culturalmente diversos. Se aplica el conjunto de las investigaciones sobre trauma y opresión sistémica a las experiencias académicas de los estudiantes, y las recomendaciones para mejorar el rendimiento educativo incluyen la evaluación y alivio de los niveles de trauma en entornos educativos.

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“…The counseling profession has played a significant part in recognizing the role of culture, and incorporating diversity and multicultural perspectives in order to fully understand and interpret behavior (Tomlinson-Clarke & Georges, 2014). Along these lines, the profession can continue to link different counseling modalities, such as developmental counseling and therapy, as proposed by Zalaquett, Fuerth, Stein, Ivey, and Ivey (2008). However, we propose that such a bridge could become an integral part of how the DSM is disseminated and applied, not an outside critique.…”

Section: Multicultural Issues and Systemic Implicationsmentioning

confidence: 99%

Who Owns Psychopathology? The DSM: Its Flaws, Its Future, and the Professional Counselor

Bonino

Hanna

2018

J Humanistic Counseling

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Reframing the DSM‐IV‐TR From a Multicultural/Social Justice Perspective

Cited by 28 publications

References 15 publications

Proportionate responses to life events influence clinicians' judgments of psychological abnormality.

Proportionate responses to life events influence clinicians' judgments of psychological abnormality.

Educational Hegemony, Traumatic Stress, and African American and Latino American Students

Who Owns Psychopathology? The DSM: Its Flaws, Its Future, and the Professional Counselor

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