Teaching and learning DSM-III

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Abstract
This article presents recommendations for training programs in DSM-III to help counter feelings of apprehension expressed by many mental health professionals over the transition to the new nomenclature and its multiaxial evaluation system. The authors suggest educational objectives, didactic curricula, and methods for training in the clinical application of DSM-III and discuss supervising the use of DSM-III in patient intake and evaluation. Thorough mastery of DSM-III should not be expected after a limited program; learning its strengths and limitations will be a continuing process.

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