DSM-5-TR: Ethics
Presented by Rebecca Smith-Casey, Psy.D, JD.
Recorded on Wednesday, April 24, 2025
Access provided upon registration on “My Courses” page
The DSM–5–TR serves as the federal government’s official manual for the diagnosing of mental disorders. The literature presented with the text provides practicing clinicians with research, current codes, and criteria for diagnosing mental disorders and other conditions. This program will provide a review of the chapters, cover changes from the DSM to the DSM-TR, and offer a refresher for the practicing clinician.
This DSM-5-TR: Ethics training will examine the ethical standards and considerations within the DSM 5-TR. Participants will discuss the importance of ethics in the diagnostic process as well as learn to utilize practical tools and strategies when making ethical decisions in assessment.
Access provided upon registration on “My Courses” page
When attended in full, this program offers 1.0 CEs for Psychologists, 1.0 IL CEUs for Counselors and Social Workers, 1.0 CA BBS CEUs for Counselors, Social Workers, and Marriage and Family Therapists, or 1.0 NASP CPDs for School Psychologists.
After attending this intermediate level program, participants will be able to:
- Explain the importance of ethics within the diagnostic process.
- Apply practical tools and strategies making ethical decisions during the assessment phase of treatment.
This program meets APA’s continuing education STANDARD 1.2: Program content focuses on ethical, legal, statutory or regulatory policies, guidelines, and standards that influence psychological practice, education, or research.
This program meets APA’s continuing education GOAL 1: Program is relevant to psychological practice, education, and/or science.
General Admission: $30
TCS Students: $15
TCS Faculty/Alumni: $20
(Please email [email protected] for coupon code)
Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, and at any point in Homestudy format, tuition is nonrefundable.
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787
Aggarwal, N. K., Nicasio, A. V., DeSilva, R., Boiler, M., & Lewis-Fernández, R. (2013). Barriers to implementing the DSM-5 Cultural Formulation Interview: A qualitative study. Culture, Medicine and Psychiatry, 37(3), 505- 533. https://doi.org/10.1007/s11013-013-9325-z
Attention to Culture, Racism, and Discrimination in DSM-5-TR. (n.d.). https://www.psychiatry.org/File%20Library/Psychiatrists/Practice/DSM/DS M-5-TR/APA-DSM5TR AttentiontoCultureRacismandDiscrimination.pdf
DEIB in research and creative accomplishments | Office for Faculty Equity & Welfare. (n.d.). Ofew.berkeley.edu. Retrieved June 17, 2023, from https://ofew.berkeley.edu/deib-research-and-creative-accomplishments
Ecks S. The strange absence of things in the “culture” of the DSM-V. CMAJ. 2015 Nov 9;188(2):142–3. doi: 10.1503/cmaj.150268. Epub ahead of print. PMID: 26553858; PMCID: PMC4732970.
Fadus, M., Ginsburg, K., Sobowale, K., Halliday-Boykins, C., Bryant, B., Gray, K., & Squeglia, L. (2020). Unconscious bias and the diagnosis of disruptive behavior disorders and ADHD in African American and Hispanic youth. Academic Psychiatry, 44, 95-102. https://doi.org/10.1007/s40596-019- 01127-6 4
Jarvis, G. E., Kirmayer, L. J., Gómez-Carrillo, A., Aggarwal, N. K., & Lewis-Fernández, R. (2020). Update on the Cultural Formulation Interview. Focus 18(1), 40- 46. https://doi.org/10.1176/appi.focus.20190037
Jones, S. C., & Neblett, E. (2019). The impact of racism on the mental health of people of color. In M. T. Williams, D. C. Rosen, & J. W. Kanter (Eds.), Eliminating race-based mental health disparities: Promoting equity and culturally responsive care across settings (pp. 79-97). New Harbinger.
Lekas, H. M., Pahl, K., & Fuller Lewis, C. (2020). Rethinking cultural competence: Shifting to cultural humility. Health Services Insights, 13(January), 1- 4. https://doi.org/10.1177/1178632920970580
Moran, M. (2022). Impact of Culture, Race, Social Determinants Reflected Throughout New DSM-5-TR. Psychiatric News, 57(3). https://doi.org/10.1176/appi.pn.2022.03.3.20
Morgan, P. L., Staff, J., Hillemeier, M. M., Farkas, G., & Maczuga, S. (2013). Racial and ethnic disparities in ADHD diagnosis from kindergarten to eighth grade. Pediatrics, 132(1), 85-93. https://doi.org/10.1542/peds.2012-2390
Ostacher, M. J. (2019). Ethical Issues in the Diagnosis and Treatment of Bipolar Disorders. FOCUS, 17(3), 265–268. https://doi.org/10.1176/appi.focus.20190010
Verlinden, N. (2022, January 12). Diversity, Equity, Inclusion and Belonging (DEIB): A 2022 Overview. AIHR. https://www.aihr.com/blog/diversity-equityinclusion-belonging-deib/
Zapata, K. (2020, February 27). Decolonizing mental health: The importance of an oppression-focused mental health system. Calgary Journal. https://calgaryjournal.ca/2020/02/27/decolonizing-mental-health-theimportance-of-an-oppression-focused-mental-health-system/
Rebecca Smith-Casey, PsyD, JD
Dr. Smith-Casey received a B.A. in Psychology and a B.S. in Law & Justice from The College of New Jersey, followed by a Juris Doctor from Villanova School of Law. She passed the bar exam in both New Jersey and Pennsylvania and worked as a consultant in a private forensic psychology practice for several years before returning to school. Dr. Smith-Casey completed a Master’s in Educational Psychology at Kean University and then earned her Psy.D. in Combined School and Clinical Psychology from Kean University in 2016. She is presently a licensed clinical psychologist in New Jersey and Pennsylvania, as well as a New Jersey Certified School Psychologist. Dr. Smith-Casey completed her internship at Girard Medical Center in Philadelphia, PA where she provided outpatient therapy services to individuals with comorbid mental health and substance abuse disorders, as well as providing group therapy, individual therapy, and treatment planning for individuals on an acute inpatient unit. Dr. Smith-Casey’s post-doctoral training was at the Joseph J. Peters Institute (JJPI) in Philadelphia, PA where she provided individual trauma therapy and completed psychosexual evaluations for children, adolescents, and adults with a history of trauma, where she remained for a total of 4 additional years following her post-doc experience. Additionally, Dr. Smith-Casey has provided group and individual therapy to individuals committed to a state forensic hospital, worked with adolescents in a residential treatment facility for sexual offenders, provided court mandated anger management treatment to individuals on probation for domestic violence related offenses, provided interventions for adolescents in out of district school placements for children with emotional and behavioral disturbances, and engaged in assessments to guide parole recommendations for individuals in a community re-integration center following state incarceration.
Dr. Smith-Casey’s dissertation involved the creation and validation of a measure of competency to stand trial, the New Jersey Competency Assessment Tool (NJ-CAT). Her research interests focus on issues at the intersection of law and psychology, to include expanded work with the NJ-CAT, the impact of special education history on forensic assessment, impact of trauma history in forensic assessment, resiliency factors in survivor’s of sexual trafficking, and issues pertaining to forensic assessment in criminal matters. Dr. Smith-Casey has had recent conference presentations on assessment of trauma in children and adults, the issues related to special education history in forensic assessment, and the competency of a parent with intellectual disabilities to waive Miranda for a juvenile in police custody.
Target Audience: Psychologists, Counselors, Social Workers, Marriage and Family Therapists, and School Psychologists.
Psychologists. This program, when attended in its entirety, is available for 1.0 continuing education credits. The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods.
Counselors/Clinical Counselors. This program, when attended in its entirety, is available 1.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159
Social Workers. This program, when attended in its entirety, is available for 1.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036
MFTs, LPCCs, and LCSWs: Course meets the qualifications for 1.0 hour of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.
School Psychologists. This program, when attended in its entirety, is available for 1.0 hours of continuing professional development. The Chicago School of Professional Psychology’s School Psychology Program is approved by the National Association of School Psychologists to offer continuing professional development. The Chicago School of Professional Psychology maintains responsibility for this continuing professional development activity.
Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.