Toward a Developmental Diagnostic and Statistical Manual: The Vitality of a Contextual Framework

Ivey, Allen E.; Ivey, Mary Bradford

doi:10.1002/j.1556-6676.1999.tb02476.x

Cited by 21 publications

(20 citation statements)

References 12 publications

(11 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Placing such an emphasis on the tangible and observable, and assuming that these facts can be assessed and understood in themselves "as facts" is problematic and, in my view, the DSM IV reflects more these problems than it is a vehicle for conducting good therapy. However, since many authors have already spoken about this problem (Wakefield, 1992;Ivey & Ivey, 1999) and most readers will be quite familiar with the DSM IV, I won't dwell further on the implications of how the subject matter is influenced by the use of the DSM IV, but instead elaborate on an alternative viewpoint-one that assumes a phenomenological perspective-and what it would entail.…”

Section: The Profession Of Psychology and The Definition Of The Subjementioning

confidence: 99%

Reflections on Therapeutic Practice Guided by a Husserlian Perspective

Giorgi¹

2005

J Phenomenol Psychol

View full text Add to dashboard Cite

In this article, there is a suggestion that the application of certain key concepts or procedures of Husserlian phenomenology can be helpful in the practice of therapy. It is well known that how a therapist is present to a client and his or her story is critical for the success of therapy. What is less clear, however, is how to address this "way of being" in therapy and what kinds of interventions are helpful to clients. In addressing some of these difficult issues, the Husserlian concepts found to be helpful are (1) Husserl's chief directive to go "back to the matters themselves, " (2) the distinction among real and irreal objects, (3) presence to the order of phenomena, the phenomenal realm, (4) the intentionalfulfilling-identifying nature of conscious acts, (5) the phenomenological-psychological reduction, and (6) the discovery and description of eidetic structures of experience. These fundamental philosophical distinctions are taken up within a psychological perspective and elaborated and used within a phenomenological psychological perspective.Since phenomenology deals with consciousness and its objects and psychology in its beginnings defined itself as the science of consciousness, much cross-referencing, even confusion, between the two fields has taken place. Husserl (1970) even began by calling phenomenology "descriptive psychology" but later Journal of Phenomenological Psychology, 36:2 © Koninklijke Brill NV, Leiden, The Netherlands, 2005 realized that phenomenology had to be independent of any science and he clearly differentiated phenomenology as a discipline from psychology. He did, however, always maintain that phenomenological philosophy could radicalize psychology and give it a proper foundation. Husserl's (1915;1977) own writings concerning psychology were either critical of the naturalistic psychology of his time or else philosophical, foundational programmatic writings about how psychology could be theoretically corrected, but he never got around to any specific recommendations for how to improve psychology.However, if we follow the perspective of phenomenological philosophy, then psychology cannot have quite the same meaning as it does within empiricism, and, I believe, many current difficulties within the field could be resolved. Moreover, phenomenological thought has been related to the practice of therapy before, but never, to my knowledge, from a purely Husserlian perspective. Usually some version of Daseinsanalyse based on Hedeggerian interpretative phenomenology was brought in (Binswanger, 1958;May, 1958;Frankl, 1967). The Husserlian perspective I adopt is pretranscendental, which I believe is sufficient for practical purposes, but an ultimate theoretical justification for the practice may require a transcendental perspective. In any case, my perspective is pre-transcendental because the subjectivity being analyzed is very much world influenced.I also wish to attempt to describe this framework because it is something that is lived rather than known (Merleau-Ponty, 1963) and it leads to...

show abstract

Section: The Profession Of Psychology and The Definition Of The Subjementioning

confidence: 99%

Reflections on Therapeutic Practice Guided by a Husserlian Perspective

Giorgi¹

2005

J Phenomenol Psychol

View full text Add to dashboard Cite

show abstract

“…A developmental balance of these personality styles may be representative of positive mental health characteristics (Ivey & Ivey, 1998, 1999Ivey et al, 2005). On the other hand, the DSM-IV-TR's (APA, 2000) Axis II categorizes these characteristics in strictly pathological terms.…”

Section: Using Dct Theory and Case Formulation In The Reframing Of Axmentioning

confidence: 97%

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

Zalaquett

Fuerth

Stein

et al. 2008

Jour of Counseling & Develop

Self Cite

View full text Add to dashboard Cite

The Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; American Psychiatric Association, 2000) represents a medical model that can be reframed for more effective use in counseling. To achieve this goal, the authors describe how they can shift from client diagnosis to case formulation. In describing this shift, the authors offer an example of a theory-based etiology and relate case formulation to specific counseling interventions.

show abstract

“…Some counselors state that clients cannot properly be treated or benefit from counseling if their problem or concern has not been identified (Hamann, 1994;Welfel, 2002). Other counselors believe that diagnosis and problem identification risk "pathologizing" clients (Ivey & Ivey, 1999;Welfel, 2002). Some counselors have encouraged counseling professionals to learn about diagnosis, assessment, and medication so that they can collaborate with other professionals (Hill & Ridley, 2001;Ivey & Ivey, 1999).…”

Section: Assessment Techniques In Diagnosismentioning

confidence: 99%

Ethics in Case Conceptualization and Diagnosis: Incorporating a Medical Model Into the Developmental Counseling Tradition

Dougherty

2005

Counseling and Values

View full text Add to dashboard Cite

In this literature review, the author focuses on several ethical considerations in case conceptualization and diagnosis, including diagnostic training and competence. Meeting the American Counseling Association's (1995) ethical standard for diagnostic training has several ethical implications for counselors, counselor educators, and supervisors. For counselors who might struggle with how to meet their ethical responsibilities in diagnosis but who want to remain true to their developmental counseling emphases, the author discusses some of their concerns, the implications of and possible approaches to this aspect of their work. Conclusion Yalom (2002) asked a poignant question of counselors in his book, The Gift of Therapy: “If you were in personal psychotherapy or are considering it, what DSM‐IV diagnosis do you think your therapist could justifiably use to describe someone as complicated as you?” (p. 5). This question and continued dialogue about the ethics and implications of diagnosis are essential aspects of diagnostic training. Yalom's poignant and deeply personal question seems especially appropriate for increasing a counselor's empathy toward the client's sensitivity and vulnerability during the diagnostic process. Counselor educators might ask how one remains true to a developmental model of counseling while adhering to the ethical and accreditation standards of teaching the DSM's medical model of diagnosis. Counselors may also question how to use diagnosis ethically and empathically. Seligman (1999) recommended that clinicians view the DSM as one of many important sources of information about a person. Furthermore, counselors should seek to incorporate diagnostic information into a holistic context, recognizing that a diagnosis does not reflect the totality of the client. Some counselor educators have advised students to integrate the DSM model into their work with clients rather than abandoning their developmental roots (Waldo et al., 1993). Some counselors may not actually put their diagnoses in writing; Seligman believed, however, that thinking diagnostically may assist counselors in determining the best approaches to help clients and to help clients help themselves. This clinical and ethical debate about how, and in fact, whether, to integrate the medical model of the DSM and the developmental origins and distinctiveness of counseling continues. However, the CACREP (2001) standards, managed care systems, and other forces have pushed counseling professionals toward a medical model by mandating counselor knowledge and use of the DSM. Whatever a counselor's stance and behavior on client assessment and diagnosis may be, the literature presented in this review and discussion seems to suggest a need for heightened sensitivity to, preparation for, and accuracy in all facets of client assessment, especially diagnosis.

show abstract

Toward a Developmental Diagnostic and Statistical Manual: The Vitality of a Contextual Framework

Cited by 21 publications

References 12 publications

Reflections on Therapeutic Practice Guided by a Husserlian Perspective

Reflections on Therapeutic Practice Guided by a Husserlian Perspective

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

Ethics in Case Conceptualization and Diagnosis: Incorporating a Medical Model Into the Developmental Counseling Tradition

Contact Info

Product

Resources

About