ERIC Number: ED408551
Record Type: Non-Journal
Publication Date: 1997
Deciphering the Diagnostic Codes: A Guide for School Counselors. Practical Skills for Counselors.
Jones, W. Paul
Although school counselors have more contact with children and adolescents than most other human service professionals, they are frequently left out of discussions on diagnostic coding. Ways in which school counselors can use the codes in the Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV) are explored in this text. The book provides a comprehensive overview that explains the basic ideas and terminology used in diagnoses geared specifically to student counseling needs. Furthermore, information on specific conditions of distress, as well as more serious disorders, are detailed here. The text begins with multiaxial assessment techniques and issues surrounding student evaluation. The "V codes" are covered next with discussions of academic problems, phase of life problems, and other issues. Adjustment codes, and their ubiquitous nature, and anxiety codes, are dealt with in the following two chapters. The depression codes, such as bipolar disorders and suicide, are detailed, after which comes an explanation of the cognitive codes, with an emphasis on learning disorders and other concerns. Attention disorder codes are then addressed along with some biological background of the condition. Adolescent codes, such as eating disorders and conduct disorders, also receive treatment. The book closes with a discussion of the diagnostic codes. Contains an index. (RJM)
Descriptors: Adolescents, Attention Deficit Disorders, Children, Eating Disorders, Elementary Secondary Education, Identification (Psychology), Learning Disabilities, Mental Disorders, Psychological Evaluation, Pupil Personnel Services, School Counseling, School Counselors
Corwin Press, Inc., 2455 Teller Rd., Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-8039-6473-0, $17.49; cloth: ISBN-0-8039-6472-2, $41.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A