Evaluate one classification system for psychological disorders.

Refer to the paper 2 assessment criteria when awarding marks. These can be found under the “Your tests” tab > supplemental materials.

The command term “evaluate” requires candidates to make an appraisal of one classification system for psychological disorders by weighing up the strengths and limitations of the classification system. Although a discussion of both strengths and limitations is required, it does not have to be evenly balanced to gain high marks.

Classification systems for psychological disorders include, but are not limited to:

• DSM-5 (American Psychiatric Association, 2013) 
• The International Classification of Diseases (ICD-11, World Health Organization, 2018)
• The Chinese Classification of Mental Disorders (CCMD-3, Chinese Society of Psychiatry, 2001)
• Great Ormond Street Handbook of Paediatrics (2016).

Relevant studies may include, but are not limited to:

• Hafstad et al.’s (2017) comparison of ICD-11 and DSM-5 criteria for diagnosis of PTSD
• Andrews et al.’s (1999) comparison of ICD-10 and DSM-IV diagnoses
• Ahmed et al.’s (2018) use of RDoC for depression
• Zheng et al.’s (1994) comparison of CCMD-2 and DSM-III-R systems.

Research relating to previous versions of the classification systems should be accepted if made relevant to the answer. For example, Rosenthal-based responses will need to be read and assessed carefully in terms of whether they have been shaped to issues specifically on the nature and use of classifications systems.

Critical evaluation points may include, but are not limited to:

• aims and purposes of the system
• assumptions and biases
• usefulness in research, clinical practice, and primary prevention strategies
• reliability and/or validity of the systems
• comparison with alternative classification systems
• areas of uncertainty.

Candidates may address other classification systems and be awarded marks for these as long as they are clearly used to evaluate the classification system addressed in the response.

If the candidate addresses only strengths or only limitations, the response should be awarded up to a maximum of [3] for criterion D: critical thinking. All remaining criteria should be awarded marks according to the best fit approach.

The DSM classification system was the most popular route for those attempting this question. Generally responses to this question were not very well done, as candidates tended to talk about classification per se rather than focusing on a set classification system as required. Many candidates also treated this as a potential 'Evaluate Rosenhan's study' question, and wrote an essay detailing and evaluating the study, but often with little focus on DSM II. Well-written responses reflected rather detailed knowledge of classification systems, especially the DSM-5, and the ability to evaluate the system.