Used as a means for diagnosis, the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) (APA, 2000)
a. is helpful for diagnosing across all races, ethnicities, and cultures.
b. has been challenged for not including those outside the dominant culture.
c. has been challenged for not including those within the dominant culture.
d. successfully diagnoses the majority of minority cultures.
b
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The following are all elements of Case Conceptualization EXCEPT
a) Details about empirically supported treatments (EST). b) Information about the precipitating, predisposing, perpetuating, and protective factors of the current problems. c) Decisions about specific treatment interventions. d) Descriptions of the client's symptoms, disorders and problems.
When the life goals of college and noncollege young adults are compared, which of the following is true?
a. Noncollege youth tend to rank good pay and opportunities for advancement in their work to be lower priorities than college youth. b. Noncollege youth tend to rank "making a meaningful contribution" in their work to be a lower priority than college youth. c. Noncollege and college youth both rank good pay and opportunities for advancement in their work as important goals. d. Noncollege youth focus much more on family concerns whereas college youth focus much more on work concerns.
When workdays were highly stressful, women and men tended to withdraw from daily home tasks. A gender difference in how this was managed includes
a. Men would come home late and turn on the TV b. Husbands would take on the tasks that their stressed wives could not manage but wives would not do the same for them c. Wives would take on the tasks that their stressed husbands could not manage but their husbands would not the same for them d. Wives tended to do more child-related chores only when their husbands experienced work stress
Which of the following is not a way helpers would encourage to use the time between sessions to good advantage?
A. Mention some homework task, and ask the client to carry it out and report back. B. Use some agreement to move the client to some appropriate activity. C. Highlight painful memories for the client about her childhood and ask the client to think repeatedly about them. D. Wait until the client comes up with a post-session task, and then help the client clarify and focus it.