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Diagnosis of Mental and Behavioural Disorders
Introduction
Mental and behavioural disorders have been the object of many classifications, from the Greek Antiquity during which they were divided into mania, melancholia, phrenitis and lethargia, to the most recent diagnostic manual, the DSM-IV, published in 1994.
The purpose of medical classifications is to divide the population of patients into distinct and homogeneous sub-groups, by using as criteria the observed symptoms and, if it is known, their cause, in order to choose the most adequate therapy. The process leading to the attribution of a given patient to one of the subgroups constitutes the diagnosis. Sub-groups defined by a specific pattern of symptoms are called syndromes. The term disease is theoretically reserved to those defined by a common aetiology, although it has often been applied to purely syndromic entities. Today, psychiatry uses the more vague term Disorder for both. Several Syndromes may originate from the same cause and, conversely, a single syndrome may have diverse aetiologies.
Historical Perspective
The first general classification of mental disorders appeared in the second half of the 18th century. Its author, Boissier de Sauvages, had compiled all the descriptions proposed since Antiquity and presented them according to the formal structure introduced in the botanical classification by his friend Linnaeus. It had little influence on modern psychiatry which began around 1800 with Pinel. During the greatest part of the 19th century, the main contribution of the psychiatrist consisted in the accurate description of syndromes. They belonged mainly to those aspects of mental disorders later known as psychoses, which led to the commitment to asylums. Among the less severe psychological manifestations, the neuroses, a term coined by Cullen to emphasize what he considered to be their hypothetical aetiology: a dysfunction of the nervous system, and whose main forms were hysteria, hypochondriasis, and later neurasthenia, were studied by neurologists like Charcot and the character peculiarities, formerly the object of descriptions by writers and moralists, constituting today the personality disorders were incorporated into psychiatry only at the end of the century.
Between 1883 and 1917, in the eight successive editions of his Textbook, Kraepelin elaborated progressively the classification whose main outlines are the basis of the future ones. His aim was to describe separate diseases, each defined by its cause, its psychopathological mechanisms, and by its clinical manifestations. He postulated in each one a strict correspondence between the three levels. In most cases he had to evoke only hypothetical causes, but affirmed that, because of its postulates, the classification based on the clinical manifestations would not be modified when the aetiology would be later proved, provided that one would not only take into account the transversally observed symptoms, as in the syndromic perspective, but also ‘the developmental conditions, the course and the outcome of the individual disorder’. Kraepelin's classification distinguished four main groups of disorders:
- those whose origin was a proven anomaly of the brain structure, either acquired as in the dementias, or congenital as in mental retardation;
- the psychoses, for which the postulated and endogenous origin, possibly metabolic or hereditary, the isolation of their two main forms, Dementia pracox – later renamed by Bleuler Schizophrenia. And manicdepressive psychosis being the most often evoked contribution of Kraepelin;
- the neuroses of psychogenic nature; and
- the personality disorders, relatively permanent anomalies related to constitutional factors. In the following decades, many modifications were introduced in this general scheme, such as the expansion of the concept of neurosis under the growing influence of psychoanalysis.
Modern Classification Systems
Many of those modifications were restricted to a national or ideological school and this led to many difficulties to communication between specialists, even if they used the same terminology: the low-inter-raters reliability of the psychiatric diagnosis was demonstrated by many experimental studies. Efforts towards a consensus came mainly from two organizations. The World Health Organization (WHO) published periodically an International Classification of Diseases (ICD) which included a chapter on mental disorders. Initially, only an enumeration of the names of the disorders, it included only with its ninth revision (1975) a glossary giving a short description of the characteristics of each one. The American Psychiatric Association began in 1952 for the benefit of its members to publish a Diagnostic and Statistical Manual (DSM) which contained a glossary added to the terms recommended.
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- 1. Theory and Methodology
- Ambulatory Assessment
- Assessment Process
- Assessor's Bias
- Automated Test Assembly Systems
- Classical and Modern Item Analysis
- Classical Test Theory
- Classification (General, including Diagnosis)
- Criterion-Referenced Testing: Methods and Procedures
- Cross-Cultural Assessment
- Decision (including Decision Theory)
- Diagnosis of Mental and Behavioural Disorders
- Diagnostic Testing in Educational Settings
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Ethics
- Evaluability Assessment
- Evaluation: Programme Evaluation (General)
- Explanation
- Factor Analysis: Confirmatory
- Factor Analysis: Exploratory
- Formats for Assessment
- Generalizability Theory
- History of Psychological Assessment
- Intelligence Assessment through Cohort and Time
- Item Banking
- Item Bias
- Item Response Theory: Models and Features
- Latent Class Analysis
- Multidimensional Item Response Theory
- Multidimensional Scaling Methods
- Multimodal Assessment (including Triangulation)
- Multitrait-Multimethod Matrices
- Needs Assessment
- Norm-Referenced Testing: Methods and Procedures
- Objectivity
- Outcome Assessment/Treatment Assessment
- Person/Situation (Environment) Assessment
- Personality Assessment through Longitudinal Designs
- Prediction (General)
- Prediction: Clinical vs. Statistical
- Qualitative Methods
- Reliability
- Report (General)
- Reporting Test Results in Education
- Self-Presentation Measurement
- Self-Report Distortions (including Faking, Lying, Malingering, Social Desirability)
- Test Adaptation/Translation Methods
- Test User Competence/Responsible Test Use
- Theoretical Perspective: Cognitive
- Theoretical Perspective: Cognitive-Behavioural
- Theoretical Perspective: Constructivism
- Theoretical Perspective: Psychoanalytic
- Theoretical Perspective: Psychological Behaviourism
- Theoretical Perspective: Psychometrics
- Theoretical Perspective: Systemic
- Trait-State Models
- Utility
- Validity (General)
- Validity: Construct
- Validity: Content
- Validity: Criterion-Related
- 2. Methods, Tests and Equipment
- Adaptive and Tailored Testing
- Analogue Methods
- Autobiography
- Behavioural Assessment Techniques
- Brain Activity Measurement
- Case Formulation
- Coaching Candidates to Score Higher on Tests
- Computer-Based Testing
- Equipment for Assessing Basic Processes
- Field Survey: Protocols Development
- Goal Attainment Scaling (GAS)
- Idiographic Methods
- Interview (General)
- Interview in Behavioural and Health Settings
- Interview in Child and Family Settings
- Interview in Work and Organizational Settings
- Neuropsychological Test Batteries
- Observational Methods (General)
- Observational Techniques in Clinical Settings
- Observational Techniques in Work and Organizational Settings
- Projective Techniques
- Psychoeducational Test Batteries
- Psychophysiological Equipment and Measurements
- Self-Observation (Self-Monitoring)
- Self-Report Questionnaires
- Self-Reports (General)
- Self-Reports in Behavioural Clinical Settings
- Self-Reports in Work and Organizational Settings
- Socio-Demographic Conditions
- Sociometric Methods
- Standard for Educational and Psychological Testing
- Subjective Methods
- Test Accommodations for Disabilities
- Test Anxiety
- Test Designs: Developments
- Test Directions and Scoring
- Testing through the Internet
- Unobtrusive Measures
- 3. Personality
- Anxiety Assessment
- Attachment
- Attitudes
- Attribution Styles
- Big Five Model Assessment
- Burnout Assessment
- Cognitive Styles
- Coping Styles
- Emotions
- Empowerment
- Interest
- Leadership Personality
- Locus of Control
- Motivation
- Optimism
- Person/Situation (Environment) Assessment
- Personal Constructs
- Personality Assessment (General)
- Personality Assessment through Longitudinal Designs
- Prosocial Behaviour
- Self-Control
- Self-Efficacy
- Self-Presentation Measurement
- Self, The (General)
- Sensation Seeking
- Social Competence (including Social Skills, Assertion)
- Temperament
- Time Orientation
- Trait-State Models
- Values
- Weil-Being (including Life Satisfaction)
- 4. Intelligence
- Attention
- Cognitive Ability: g Factor
- Cognitive Ability: Multiple Cognitive Abilities
- Cognitive Decline/Impairment
- Cognitive Plasticity
- Cognitive Processes: Current Status
- Cognitive Processes: Historical Perspective
- Cognitive/Mental Abilities in Work and Organizational Settings
- Creativity
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Emotional Intelligence
- Equipment for Assessing Basic Processes
- Fluid and Crystallized Intelligence
- Intelligence Assessment (General)
- Intelligence Assessment through Cohort and Time
- Language (General)
- Learning Disabilities
- Memory (General)
- Mental Retardation
- Practical Intelligence: Conceptual Aspects
- Practical Intelligence: Its Measurement
- Problem Solving
- Triarchic Intelligence Components
- Wisdom
- 5. Clinical and Health
- Anger, Hostility and Aggression Assessment
- Antisocial Disorders Assessment
- Anxiety Assessment
- Anxiety Disorders Assessment
- Applied Behavioural Analysis
- Applied Fields: Clinical
- Applied Fields: Gerontology
- Applied Fields: Health
- Caregiver Burden
- Child and Adolescent Assessment in Clinical Settings
- Clinical Judgement
- Coping Styles
- Counselling, Assessment in
- Couple Assessment in Clinical Settings
- Dangerous/Violence Potential Behaviour
- Dementia
- Diagnosis of Mental and Behavioural Disorders
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Eating Disorders
- Health
- Identity Disorders
- Interview in Behavioural and Health Settings
- Irrational Beliefs
- Learning Disabilities
- Mental Retardation
- Mood Disorders
- Observational Techniques in Clinical Settings
- Outcome Assessment/Treatment Assessment
- Palliative Care
- Prediction: Clinical vs. Statistical
- Psychoneuroimmunology
- Quality of Life
- Self-Observation (Self-Monitoring)
- Self-Reports in Behavioural Clinical Settings
- Social Competence (including Social Skills, Assertion)
- Stress
- Substance Abuse
- Test Anxiety
- Thinking Disorders Assessment
- Type A: A Proposed Psychosocial Risk Factor for Cardiovascular Diseases
- Type C: A Proposed Psychosocial Risk Factor for Cancer
- 6. Educational and Child Assessment
- Achievement Testing
- Applied Fields: Education
- Child Custody
- Children with Disabilities
- Coaching Candidates to Score Higher on Tests
- Cognitive Psychology and Assessment Practices
- Communicative Language Abilities
- Development (General)
- Development: Intelligence/Cognitive
- Development: Language
- Development: Psychomotor
- Development: Socio-Emotional
- Diagnostic Testing in Educational Settings
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Evaluation in Higher Education
- Giftedness
- Instructional Strategies
- Interview in Child and Family Settings
- Item Banking
- Learning Strategies
- Performance
- Performance Standards: Constructed Response Item Formats
- Performance Standards: Selected Response Item Formats
- Planning
- Planning Classroom Tests
- Pre-School Children
- Psychoeducational Test Batteries
- Reporting Test Results in Education
- Standard for Educational and Psychological Testing
- Test Accommodations for Disabilities
- Test Directions and Scoring
- Testing in the Second Language in Minorities
- 7. Work and Organizations
- Achievement Motivation
- Applied Fields: Forensic
- Applied Fields: Organizations
- Applied Fields: Work and Industry
- Career and Personnel Development
- Centres (Assessment Centres)
- Cognitive/Mental Abilities in Work and Organizational Settings
- Empowerment
- Interview in Work and Organizational Settings
- Job Characteristics
- Job Stress
- Leadership in Organizational Settings
- Leadership Personality
- Motor Skills in Work Settings
- Observational Techniques in Work and Organizational Settings
- Organizational Culture
- Performance
- Personnel Selection, Assessment in
- Physical Abilities in Work Settings
- Risk and Prevention in Work and Organizational Settings
- Self-Reports in Work and Organizational Settings
- Total Quality Management
- 8. Neurophysiopsychological Assessment
- Applied Fields: Neuropsychology
- Applied Fields: Psychophysiology
- Brain Activity Measurement
- Dementia
- Equipment for Assessing Basic Processes
- Executive Functions Disorders
- Memory Disorders
- Neuropsychological Test Batteries
- Outcome Evaluation in Neuropsychological Rehabilitation
- Psychoneuroimmunology
- Psychophysiological Equipment and Measurements
- Visuo-Perceptual Impairments
- Voluntary Movement
- 9. Environmental Assessment
- Behavioural Settings and Behaviour Mapping
- Cognitive Maps
- Couple Assessment in Clinical Settings
- Environmental Attitudes and Values
- Family
- Landscapes and Natural Environments
- Life Events
- Organizational Structure, Assessment of
- Perceived Environmental Quality
- Person/Situation (Environment) Assessment
- Post-Occupancy Evaluation for the Built Environment
- Residential and Treatment Facilities
- Social Climate
- Social Networks
- Social Resources
- Stressors: Physical
- Stressors: Social
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