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Abstract
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In child and adolescence psychiatry, DSM-5 classifications play a significant role in daily practice, shaping clinical work, research, social and organizational context. Initially created to facilitate dialogue among practitioners and researchers, these classifications now serve multiple purposes for individuals, practitioners, policymakers and society.
Using DSM-5 classifications brings both important benefits and significant risks. For example, they can offer guidance and clarity, but may also lead to stigma, decontextualization or undue medicalization.
To give clinicians a handle in navigating these dilemmas and hoping to facilitate a constructive broader discussion, we developed a guideline to address individual dilemmas related to classifications. This guideline takes the clinician through 6 steps, emphasizing the need for careful consideration, as dilemmas arise when both classifying and not classifying an individual presents with advantages and disadvantages.
In this workshop, we will walk you through the guideline and its development process. We encourage participants to use situations from their daily practice to explore the guideline themselves. Reflecting on classification dilemmas in a structured way helps clinicians stay aware of different perspectives and can help clarify questions and answers together with children and their families.
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