Abstract
Many criticisms accompanied the development of the fifth edition of the Diagnostic and Statistical Manual (DSM-5), yet it was still released in 2013 and is used within clinical work throughout the United States. Despite on-going questions pertaining to its development and validity, many undergraduate psychology students view the DSM-5 as the ultimate authority in diagnosis within the field of mental health. Current publication trends indicate that a focus on the DSM-5 within college textbooks is limited in scope, which may have a profound influence on students’ understanding of mental health conditions. Implications for the teaching of psychology within higher education are discussed.
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