Ethical Considerations in the Development and Application of Mental and Behavioral Nosologies: Lessons from DSM-5

We are not likely to find a diagnostic system as “unethical,” per se, but rather find that it creates ethical concerns in its formulation and application. There is an increased risk of misuse and misunderstanding of the DSM-5 particularly when applied to forensic assessment because of documented problems with reliability and validity. For example, when field tested, the American Psychiatric Association reported diagnostic category kappa levels as acceptable that were far below the standard level of acceptability. The DSM-5 does not offer sensitivity and specificity levels and thus psychologists must keep this in mind when using or teaching this manual. Also, especially in light of concerns about diagnostic inflation, we recommend that psychologists exercise caution when using the DSM-5 in forensic assessments, including civil and criminal cases. Alternatives to the DSM-5, such as the International Classification of Diseases and the Psychodynamic Diagnostic Manual are reviewed.     

Business law for non‐lawyers: Setting the stage for teaching,learning and assessment at Hong Kong Polytechnic University

SCALE-UP is an acronym for Student-Centred Active Learning Environment with Upside-down Pedagogies. The term upside-down pedagogies refers to a flipped or inverted classroom approach that is characterised by flipping teaching and learning responsibilities; instead of students first hearing a lecture and then doing homework, students can watch a lecture or otherwise prepare for class at home and then practise what they have learned in class. This paper discusses active learning strategies and how legal education can utilise such approaches, explores how studio classroom design can facilitate such strategies, describes the configuration of a Scale-Up classroom, provides exercises that can be incorporated into such a learning space, and elaborates on the advantages and disadvantages of the use of the pedagogy in a redesigned learning space. It concludes that requiring students to complete some practical exercises in class, participate in discussions with peers, or work on assignments where the lecturer has some input, may engage students in the learning process, encourage them to attend class and to accept more responsibility for their learning.     

Ethnic Label Use in Adolescents from Traditional and Non-Traditional Immigrant Communities

Understanding adolescents’ use of ethnic labels is a key developmental issue, particularly given the practical significance of identity and self-definition in adolescents’ lives. Ethnic labeling was examined among adolescents in the traditional immigrant receiving area of Los Angeles (Asian n = 258, Latino n = 279) and the non-traditional immigrant receiving area of North Carolina (Asian n = 165, Latino n = 239). Logistic regressions showed that adolescents from different geographic settings use different ethnic labels, with youth from NC preferring heritage and panethnic labels and youth from LA preferring hyphenated American labels. Second generation youth were more likely than first generation youth to use hyphenated American labels, and less likely to use heritage or panethnic labels. Greater ethnic centrality increased the odds of heritage label use, and greater English proficiency increased the odds of heritage-American label use. These associations significantly mediated the initial effects of setting. Further results examine ethnic differences as well as links between labels and self-esteem. The discussion highlights implications of ethnic labeling and context.