1. Julia London Educational & Developmental Psychologist and Clinical Psychologist at RPCS

2.  The DSM-5 is a documented classification system, used by clinicians and researchers to assist in the accurate diagnosis and treatment of Mental Disorders.  DSM-5 stands for the Diagnostic and Statistical Manual of Mental Disorders, 5 th Edition.  It is the most recent publication of the classification system which has been continuously updated over the last 60 years, with the DSM-5 publication in May 2013. APA, 2013

3.  The DSM-5 classification system is widely used and provides common language for discussing disorders and symptoms between health professionals.  Changes to the classifications in the DSM will impact diagnosis and treatment of a wide range of mental health issues. With an estimation that 20% of the Australian population have a diagnosable mental condition, this is likely to impact many students, staff and families in our school community. AIHW, 2013

4.  Neurodevelopmental Disorders  Schizophrenia Spectrum and Psychosis  Mood Disorders and Bipolar  Anxiety Disorders  OCD and related disorders  Trauma  Feeding and Elimination Disorders  Disruptive, Impulse Control and Conduct

5.  There have been some major changes to particularly the neurodevelopmental and disruptive impulse control and conduct disorders categories  There has also been a new addition to the depressive disorders category  Such disorders with diagnostic changes include: ADHD, Autism Spectrum Disorder, Social Communication Disorder, Intellectual Disability, Learning Disorders

6.  Import criteria

10.  All children are different, even those who have the same diagnosis, so it is unlikely that a set of intervention strategies will apply to all students  Some strategies that are helpful for all students include: small groups, one to one teaching, minimise distractors such as noises, have clear and concise expectations, give advanced warning for changes to normal routines, provide visual aids etc  Many students with diagnoses will require additional and individualised interventions, such as story boards for particular situations, IEPs, alternate consequences for problem behaviours etc

11.  Implications for funding  How will this impact interventions for students  What should I be looking for in my students that may indicate they require an assessment or support  Where can I go for help or information  Are there any other disorders you commonly see in your schools that require further discussion

12.  APA 2013  AIHW 17/6/2013 http://www.aihw.gov.au/mental-health/