Home Doc Lobe DSM-5-TR Guide
Doc LobeTeaching, Learning & Research Firm
Diagnosis 101

DSM-5-TR Guide

What the DSM-5-TR is, what changed in the newest version, how clinicians use it step by step, how to read every part of a disorder entry from the criteria and codes to comorbidity, and plain-language explanations of 185 diagnoses across all 22 chapters.

Please read. The DSM-5-TR is a professional tool, and only a trained clinician can make a diagnosis. This guide is for learning, not for diagnosing yourself or others. It explains the manual in Doc Lobe's own words and does not reproduce the American Psychiatric Association's copyrighted criteria. For the official text, use the manual through your library.

As of September 2026

The newest version

Current edition
DSM-5-TR

Released March 2022. DSM-5-TR (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision), published by the American Psychiatric Association (APA). As of September 2026 it is still the current edition. It is kept up to date with yearly update supplements rather than a new book.

Updates since release

  1. April 4, 2022

    Immediate coding corrections right after release, including codes for opioid-induced anxiety disorder. Source ↗

  2. October 1, 2022

    ICD-10-CM coding update. Prolonged grief disorder got its own code (F43.81, up from F43.8). Major and mild neurocognitive disorder got new codes that show severity and behavior problems. Other code fixes (for example delirium, hepatic encephalopathy, and traumatic brain injury sequela). A separate Neurocognitive Disorders Supplement was published. Source ↗

  3. October 1, 2023

    ICD-10-CM coding update. Examples: Parkinson's disease code changed from G20 to G20.C, and the inadequate housing Z code changed from Z59.1 to Z59.10. A September 2023 criteria and text update supplement was also posted. Source ↗

  4. October 1, 2024

    ICD-10-CM coding update. Anorexia nervosa, bulimia nervosa, and binge-eating disorder got codes that show severity (mild, moderate, severe, extreme) and remission status. Pica in adults moved to F50.83, and rumination disorder in adults got its own code (F50.84). The Z code for insufficient welfare support was split into insurance (Z59.71) and welfare (Z59.72). Source ↗

  5. October 1, 2025

    Coding plus criteria and text update. The multiple sclerosis code changed from G35 to G35.D. Several 'other specified' examples were reworded for consistency (for example 'cyclothymic-like' and 'subsyndromal delirium-like'). Text on race and culture was revised. Substance use disorder text now says a criterion is 'met' (judged by the clinician) instead of 'endorsed.' The Z65.8 code now covers moral problems as well as religious or spiritual problems. Source ↗

  6. 2026

    APA states that no ICD-10-CM code changes are planned for DSM-5-TR in 2026. A proposal to clarify the Criterion A and Criterion B severity specifiers for autism spectrum disorder was open for public comment until April 30, 2026. APA says approved criteria and text changes will be posted in early 2027. Source ↗

What comes next

On January 28, 2026, the APA released a roadmap for the next DSM, written by its Future DSM Strategic Committee (chair: Maria A. Oquendo, MD, PhD). It appeared as a set of papers in the American Journal of Psychiatry (volume 183, issue 5, May 2026). The plan proposes four linked parts of an assessment: contextual factors (social, cultural, economic, and environmental factors, plus functioning and quality of life), diagnoses (with more flexible levels of detail and severity), biomarkers and biological factors, and transdiagnostic features (symptoms that cut across many disorders). The committee proposed renaming the book the 'Diagnostic and Scientific Manual.' It is described as a 'living document' that will be updated as evidence changes. The APA has not called it 'DSM-6' and has not given a release date.

1952 to today

From DSM-I to DSM-5-TR

DSM-I1952

First APA manual. Listed about 100 diagnoses with short descriptions. Many labels were 'reactions,' shaped by psychoanalytic and psychobiological ideas.

DSM-II1968

Built to match the ICD-8. Still used short, theory-based descriptions. In 1973 the APA voted to remove homosexuality as a mental disorder, and later printings reflected this.

DSM-III1980

A major turning point. Added explicit diagnostic criteria, tried to be neutral about causes, and introduced the multiaxial system (five axes). Aimed to improve reliability between clinicians.

DSM-III-R1987

A revision that fixed inconsistencies and unclear criteria found after DSM-III.

DSM-IV1994

Based on literature reviews, data reanalysis, and field trials. Added a clinical significance requirement to many criteria sets.

DSM-IV-TR2000

Text revision. Updated the descriptive text; the criteria stayed almost the same.

DSM-52013

Dropped Roman numerals and the multiaxial system. Removed the GAF scale. Reorganized chapters along a lifespan order. Added dimensional tools in Section III (for example cross-cutting symptom measures and WHODAS 2.0).

DSM-5-TR2022

Text revision released in March 2022. Updated text for most disorders, added prolonged grief disorder and other new categories, added symptom codes for suicidal behavior and nonsuicidal self-injury, clarified criteria for more than 70 disorders, and reviewed all text for racism, discrimination, and stigmatizing language.

What the text revision (TR) changed

New disorder: prolonged grief disorder

Placed in the trauma- and stressor-related disorders chapter. It describes grief that is intense, lasts much longer than expected (at least 12 months after the death for adults, 6 months for children and teens), and causes real problems in daily life. It moved up from 'conditions for further study' in DSM-5. Its code became F43.81 in October 2022.

New category: unspecified mood disorder (F39)

For mood symptoms that do not yet fit either a bipolar or a depressive disorder, such as agitation or irritability when it is unclear which group applies.

New category: stimulant-induced mild neurocognitive disorder

Recognizes mild thinking problems linked to use of stimulants such as cocaine or amphetamines.

New codes for suicidal behavior and nonsuicidal self-injury

ICD-10-CM symptom codes were added in the chapter on other conditions that may be a focus of clinical attention. A clinician can record current or past suicidal behavior or self-injury even when no mental disorder is diagnosed.

New 'no diagnosis or condition' category

Lets a clinician record that an evaluation found no mental disorder and no other condition needing attention.

Updated text for almost all disorders

Text sections were updated using research published from about 2010 to 2019. More than 200 experts in 21 disorder review groups took part, plus cross-cutting groups on culture, sex and gender, suicide, and forensic issues.

Expanded text section on suicide

DSM-5 had 'Suicide Risk' sections for some disorders. DSM-5-TR expanded them and renamed them 'Association With Suicidal Thoughts or Behavior.' They appear where research exists.

Attention to racism, discrimination, and culture

A Work Group on Ethnoracial Equity and Inclusion reviewed the whole text. It added attention to racism and discrimination as risk factors, removed stereotypes, used nonstigmatizing language, and used terms like 'racialized' to show that race is a social idea, not a biological one.

Clarified criteria for more than 70 disorders

Most edits made wording clearer. Main examples: autism spectrum disorder (all three social communication deficits are needed, not just one), intellectual developmental disorder, persistent depressive disorder (clearer rules for also diagnosing a major depressive episode), manic and major depressive episode severity definitions, avoidant/restrictive food intake disorder, attenuated psychosis syndrome, and narcolepsy subtypes (aligned with sleep medicine classification).

Updated terms

Examples: 'intellectual developmental disorder' is used for intellectual disability; 'neuroleptic medications' became 'antipsychotic medications or other dopamine receptor blocking agents'; in gender dysphoria, 'desired gender' became 'experienced gender,' 'natal male/female' became 'individual assigned male/female at birth,' and 'cross-sex' treatments became 'gender-affirming' treatments.

Updated ICD-10-CM codes

All codes were brought up to date with ICD-10-CM changes made since 2013, and APA keeps posting yearly coding updates.

Inside the book

How the DSM-5-TR is organized

Three sections plus an appendix. Section II holds the diagnoses, grouped into 22 chapters that roughly follow the lifespan, from conditions that start in childhood to those common later in life.

Section I: DSM-5-TR Basics

Explains how the manual was made, how to use it, and what it should not be used for.

  • Introduction: how DSM-5-TR was developed, the definition of a mental disorder, and how culture, sex, and gender fit into diagnosis.
  • Use of the Manual: how to reach and record a diagnosis, including subtypes and specifiers, principal diagnosis, provisional diagnosis, 'other specified' and 'unspecified' categories, and the role of clinical judgment.
  • Cautionary Statement for Forensic Use of DSM-5-TR: warns that meeting criteria for a disorder does not by itself answer legal questions such as responsibility, competence, or disability.

Section III: Emerging Measures and Models

Tools and ideas that support clinical judgment or need more research. Nothing here is an official diagnosis for routine use.

  • Assessment Measures: Rating tools that add a dimensional view. Includes Level 1 and Level 2 cross-cutting symptom measures (quick checks across many symptom areas), severity measures, and the WHO Disability Assessment Schedule 2.0 (WHODAS 2.0) for functioning.
  • Culture and Psychiatric Diagnosis: Explains how culture shapes symptoms, help seeking, and diagnosis. Includes the Outline for Cultural Formulation, the Cultural Formulation Interview (CFI) with its core questions and supplementary modules, and a glossary of cultural concepts of distress.
  • Alternative DSM-5 Model for Personality Disorders: A research model that rates personality by level of functioning (self and interpersonal) and by five broad pathological trait domains, instead of only yes or no categories.
  • Conditions for Further Study: Proposed conditions that need more research before they become official diagnoses. Examples include attenuated psychosis syndrome, caffeine use disorder, and internet gaming disorder. Prolonged grief disorder was in this section in DSM-5 before becoming official in DSM-5-TR.

Appendix

Reference lists at the back of the book for finding diagnoses and codes quickly.

  • Alphabetical Listing of DSM-5-TR Diagnoses and Codes (ICD-10-CM)
  • Numerical Listing of DSM-5-TR Diagnoses and Codes (ICD-10-CM)
  • DSM-5 Advisors and Other Contributors
  • Index
Step by step

How to use the DSM-5-TR

How a clinician moves from a first conversation to a recorded diagnosis and code.

  1. Remember who should use it

    The DSM-5-TR is written for trained clinicians. Students use it to learn, not to label themselves or friends. A diagnosis needs a full clinical evaluation.

  2. Gather a full history

    Ask about the current problem, when it began, how it changed, past mental health history, medical history, medicines, substance use, family history, school or work, relationships, and culture. Talk with others (family, records) when allowed.

  3. Screen broadly

    Use the Level 1 cross-cutting symptom measure or other screens to check many areas at once (mood, anxiety, sleep, substance use, psychosis, suicidal thoughts). Follow up any flagged area with a Level 2 or disorder-specific measure.

  4. Always ask about safety

    Ask directly about suicidal thoughts and self-injury. DSM-5-TR has codes to record current or past suicidal behavior and nonsuicidal self-injury.

  5. Find the right chapter

    Use the main symptoms to pick a chapter in Section II, for example depressive disorders for low mood and loss of interest.

  6. Compare symptoms with the criteria

    Check each criterion one at a time: the kind of symptoms, how many are needed, how long they must last, and when they started. Read the Diagnostic Features text to understand what each criterion means.

  7. Check clinically significant distress or impairment

    Most disorders require that symptoms cause real suffering or get in the way of school, work, relationships, or self-care. Normal sadness, stress, or quirks are not disorders.

  8. Rule out substances and medical conditions

    Ask whether a drug, alcohol, medicine, or medical illness better explains the symptoms. If so, a substance/medication-induced disorder or a disorder due to another medical condition may fit better.

  9. Work through the differential diagnosis

    Read the Differential Diagnosis section to compare look-alike disorders and pick the one that best explains the whole picture. More than one diagnosis can be given if each is met.

  10. Add subtypes, specifiers, and severity

    Subtypes are mutually exclusive groups (pick one). Specifiers add details such as course, features, or remission. Severity (for example mild, moderate, severe) describes how intense the problem is now.

  11. Look up the ICD-10-CM code

    DSM-5-TR uses ICD-10-CM codes, which are required for billing and records in the United States. Some codes change with the subtype, specifier, or severity. Always check APA's latest coding updates.

  12. Choose 'other specified' or 'unspecified' when needed

    If symptoms cause distress or impairment but do not meet full criteria, use 'other specified' and write the reason, or 'unspecified' if you choose not to give a reason or lack information (for example in an emergency room).

  13. Record the diagnosis

    List the principal diagnosis (inpatient) or reason for visit (outpatient) first. Add 'provisional' when you expect full criteria to be met but lack information. Then list other diagnoses and relevant Z codes.

  14. Add a cultural formulation

    Use the Cultural Formulation Interview to learn how the person understands the problem, their cultural identity, stressors and supports, and what they expect from care. This helps avoid misdiagnosis.

  15. Note other conditions that need attention (Z codes)

    Record problems such as housing, money, school, relationship, or legal issues that affect care. These are not mental disorders, but they matter for treatment.

  16. Rate functioning and track change

    DSM-5 dropped the Global Assessment of Functioning (GAF) scale. Section III offers WHODAS 2.0 to rate functioning. Repeat measures over time to see progress.

  17. Use clinical judgment the whole way

    Criteria are guides, not a checklist to count mechanically. The final call depends on trained judgment, the whole story, and the person's context.

Worked example · fictional

Fictional case. Jordan is a 20-year-old college sophomore. For the past 5 weeks Jordan has felt low most days, lost interest in soccer and friends, slept poorly, felt tired, had trouble focusing in class, and felt worthless. Jordan has missed several classes and a grade is slipping, but Jordan still goes to work part time. Jordan had a similar episode at age 17 that got better after treatment, with more than 2 months of feeling well in between. Jordan also feels tense and worried that something bad will happen. There is no history of mania or hypomania. Jordan denies drug use, has had no new medicines, and recent lab work was normal. Jordan reports passing thoughts that 'things would be easier if I weren't here' but no plan or intent, and a safety plan is made.

  1. History and screening: a Level 1 cross-cutting measure flags depression, anxiety, and sleep. Follow-up measures confirm moderate depressive symptoms.
  2. Chapter: low mood and loss of interest point to the Depressive Disorders chapter.
  3. Criteria check: Jordan has enough depressive symptoms, nearly every day, for more than 2 weeks, with clear distress and impairment at school.
  4. Rule outs: no substance, medicine, or medical cause is found. There has never been a manic or hypomanic episode, so a bipolar disorder does not fit.
  5. Differential diagnosis: normal stress, an adjustment disorder, and persistent depressive disorder are considered, but the full picture fits major depressive disorder best.
  6. Episode type: there was an earlier episode with a clear gap of wellness in between, so this is a recurrent episode.
  7. Severity: the number and strength of symptoms and the level of impairment fit 'moderate.'
  8. Specifier: the added tension and worry fit the specifier 'with anxious distress.'
  9. Code: major depressive disorder, recurrent episode, moderate, uses the ICD-10-CM code F33.1.
  10. Other conditions: the school problems are noted with a Z code for an academic or educational problem.
  11. Safety: current suicidal ideation is written in the notes and safety plan. Because there is no suicidal behavior, no suicidal behavior code is used.
  12. Culture and function: a Cultural Formulation Interview explores how Jordan and Jordan's family view depression and help seeking. WHODAS 2.0 is used to rate functioning at baseline.
Recorded as
F33.1 Major depressive disorder, recurrent episode, moderate, with anxious distress; Z55.9 Academic or educational problem
Anatomy of an entry

Reading a disorder entry, from criteria to comorbidity

Every disorder in Section II follows the same order. Open each part to see what it is for and how to read it.

1Diagnostic Criteria▼
What it is

The official list of what must be present for the diagnosis, usually lettered (A, B, C) with numbered symptoms.

How to read it

Check every lettered criterion. Note the number of symptoms needed, how long they must last, when they must start, and any exclusions such as substances or other disorders.

💡 Criteria are the minimum needed, not a full picture of the person. Read the text sections too.

2Specifiers (and Subtypes)▼
What it is

Listed right after the criteria. Subtypes split a disorder into groups that do not overlap. Specifiers add details such as course, features, remission, or severity.

How to read it

Decide which apply and write them after the disorder name. Some are 'specify whether' (pick one) and some are 'specify if' (add if true).

💡 Specifiers often change what treatment is planned, so do not skip them.

3Coding and Recording Procedures▼
What it is

Explains which ICD-10-CM code to use and how to write the full diagnosis. Some entries call this 'Recording Procedures' or put coding notes inside the criteria box.

How to read it

Follow the order it gives for the name, subtype, specifiers, and severity. Check whether the code depends on those choices.

💡 Codes change over time. Check APA's yearly coding updates before using a code.

4Diagnostic Features▼
What it is

Plain description of the core symptoms and what each criterion means, often with examples.

How to read it

Use it to decide whether a symptom really counts, and how it shows up in real people.

💡 This section helps avoid reading criteria too literally or too loosely.

5Associated Features▼
What it is

Features often seen with the disorder that are not required for diagnosis (for example, typical thinking patterns or lab findings). DSM-5 called this 'Associated Features Supporting Diagnosis.'

How to read it

Treat these as supporting clues, not requirements.

💡 Useful when the picture is unclear and you are weighing two diagnoses.

6Prevalence▼
What it is

How common the disorder is, often by age, sex, and group, usually as 12-month or lifetime rates.

How to read it

Gives a sense of how likely the diagnosis is in a given setting.

💡 Rates can differ by country and group because of real differences and because of how studies were done.

7Development and Course▼
What it is

Typical age of onset, early signs, and how the disorder changes across the lifespan (steady, episodic, or improving).

How to read it

Compare the person's timeline to the typical pattern.

💡 An unusual age of onset is a reason to look harder for another cause.

8Risk and Prognostic Factors▼
What it is

Factors that raise risk or affect outcome, often grouped as temperamental, environmental, genetic and physiological, and course modifiers.

How to read it

Use it to understand risk and to plan prevention and treatment.

💡 A risk factor does not mean a person has or will get the disorder.

9Culture-Related Diagnostic Issues▼
What it is

How culture can change how symptoms show up, are described, or are judged, including the role of racism and discrimination.

How to read it

Ask whether a behavior is normal within the person's culture before calling it a symptom.

💡 Pair this section with the Cultural Formulation Interview in Section III.

10Sex- and Gender-Related Diagnostic Issues▼
What it is

Differences in rates, symptoms, or course linked to sex or gender.

How to read it

Look for ways the disorder may be missed or overdiagnosed in some groups.

💡 Differences can come from biology, social roles, or bias in who gets assessed.

11Diagnostic Markers▼
What it is

Tests or measures that can support the diagnosis, such as lab, sleep, or brain findings. Only appears when such markers exist.

How to read it

Use as support, not proof.

💡 Most mental disorders still have no single test that confirms them.

12Association With Suicidal Thoughts or Behavior▼
What it is

Summarizes research on suicidal thoughts and behavior linked to the disorder, when such research exists. It expands and renames the 'Suicide Risk' sections found in DSM-5.

How to read it

Use it to decide how closely to screen and monitor for suicide risk.

💡 Always ask about suicidal thoughts directly, no matter the diagnosis.

13Functional Consequences▼
What it is

How the disorder affects daily life, such as school, work, relationships, health, and independence. The heading names the disorder (for example 'Functional Consequences of Major Depressive Disorder').

How to read it

Connect it to the impairment requirement and to treatment goals.

💡 Functioning often matters most to the person and their family.

14Differential Diagnosis▼
What it is

A list of other disorders and conditions that can look similar, with ways to tell them apart.

How to read it

Go through each one and ask whether it explains the symptoms better.

💡 This is one of the most useful sections for students. Many errors come from skipping it.

15Comorbidity▼
What it is

Other disorders that often occur together with this one.

How to read it

Screen for these related conditions.

💡 Having one disorder often means checking for others, such as anxiety with depression.

Section II · all 22 chapters

Disorders by chapter

Open a chapter, then open any diagnosis for a plain-language explanation, its key features, timing, how common it is, and its ICD-10-CM code (as updated through October 2025). Codes shown are for learning; clinicians should check the current official code set.

1

Neurodevelopmental Disorders

15 diagnoses

These conditions start during development, usually before a child begins school. They affect how the brain grows and works, which shows up as problems with learning, thinking, social skills, attention, or movement. Many of them occur together, so one child may have more than one.

Intellectual Developmental Disorder (Intellectual Disability)F70 mild / F71 moderate / F72 severe / F73 profound (F79 unspecified)

A person has lower general thinking ability, such as reasoning, problem solving, and learning from experience. These limits make everyday life harder, like handling money, communicating, or living on one's own. Severity is based on how much daily support the person needs, not on an IQ score alone.

  • Lower reasoning, planning, and learning ability confirmed by testing and clinical judgment
  • Trouble with everyday life skills in thinking, social, and practical areas
  • Needs support at school, work, or home to function
  • Severity rated by adaptive functioning, not IQ alone
Timing

Begins during the developmental period (childhood or adolescence).

How common

About 1% of the general population; severe forms about 6 per 1,000 (DSM-5-TR text).

Note DSM-5-TR renamed it from 'intellectual disability' to 'intellectual developmental disorder' to match ICD-11. The older term is still shown in parentheses.

Global Developmental DelayF88

Used for children under age 5 who are behind in several areas of development, but who are too young to be tested reliably. It is a temporary label. The child should be reassessed later.

  • Behind in several developmental milestones at once
  • Child is too young for standard testing
  • Calls for reassessment after some time passes
Timing

Only for children younger than 5.

How common

No firm figure given; estimated at about 1% to 3% of young children in pediatric literature.

Note It is not a permanent diagnosis. Many children later receive a more specific diagnosis or catch up.

Language DisorderF80.2

A child has ongoing trouble learning and using language, whether spoken, written, or signed. They may have a small vocabulary, build short or simple sentences, or struggle to tell a story. The problem is not explained by hearing loss or another condition.

  • Smaller vocabulary than peers
  • Simpler or shorter sentences
  • Trouble explaining ideas or following a conversation
  • Language skills clearly below age level
Timing

Begins in early childhood; tends to be stable after about age 4.

How common

Language problems are common in young children; persistent language disorder is estimated at about 7% of kindergarten children in research studies (e.g., Tomblin et al., 1997).

Note Includes problems with understanding (receptive) and with speaking (expressive) language.

Speech Sound DisorderF80.0

A child has trouble making speech sounds clearly, which makes their speech hard to understand. This goes beyond the normal mistakes toddlers make. It can affect school and social life.

  • Speech sounds are left out, swapped, or distorted
  • Speech is harder to understand than expected for age
  • Not caused by hearing loss or a physical problem like cleft palate
Timing

Starts in early development. Most children are understandable by age 4.

How common

Common in preschool children; most cases improve with time or speech therapy.

Note Formerly called phonological disorder.

Childhood-Onset Fluency Disorder (Stuttering)F80.81

This is stuttering that begins in childhood. The normal flow of speech is broken up by repeated sounds, stretched sounds, or blocks where no sound comes out. It can cause worry about speaking.

  • Repeating sounds or syllables
  • Stretching out sounds
  • Pauses or blocks within words
  • Speaking anxiety or avoiding speaking situations
Timing

Usually starts by age 6; 80% to 90% of cases begin by that age (DSM-5-TR text).

How common

Many young children stutter for a while; most recover. Estimates suggest about 1% of the population stutters persistently.

Note Stuttering that starts in adulthood is coded differently (adult-onset fluency disorder, F98.5).

Social (Pragmatic) Communication DisorderF80.82

A person struggles with the social use of language. They may not know how to take turns in a conversation, change their tone for different listeners, or understand hints and jokes. Unlike autism, there are no restricted or repetitive behaviors.

  • Trouble using language for greeting and sharing information
  • Hard to adjust speech to the listener or setting
  • Difficulty with jokes, sarcasm, or implied meaning
  • No repetitive behaviors or narrow interests
Timing

Begins in early development, often noticed after age 4 when language is more complex.

How common

Not well established; DSM-5-TR does not give a firm rate.

Note Autism must be ruled out first. This diagnosis was new in DSM-5.

Autism Spectrum DisorderF84.0

Autism affects how a person communicates and relates to others. It also involves repetitive behaviors, strong focused interests, or unusual reactions to senses like sound or touch. It is a spectrum, so support needs range from low to very high.

  • Differences in social back-and-forth and nonverbal communication
  • Trouble developing or keeping relationships
  • Repetitive movements, speech, or insistence on routines
  • Very intense or narrow interests
  • Over- or under-reaction to sensory input
Timing

Signs appear in early childhood, but may not be fully noticed until social demands increase.

How common

About 1 in 31 U.S. 8-year-olds (CDC ADDM Network, 2025 report); DSM-5-TR text notes rates near 1% to 2% in the U.S. and other countries.

Note DSM-5 merged autistic disorder, Asperger's disorder, and PDD-NOS into this one diagnosis. DSM-5-TR clarified wording so all social criteria must be met. Specifiers include with or without intellectual or language impairment and severity levels 1 to 3.

Attention-Deficit/Hyperactivity Disorder (ADHD)F90.0 predominantly inattentive / F90.1 predominantly hyperactive-impulsive / F90.2 combined (F90.8 other specified, F90.9 unspecified)

ADHD is an ongoing pattern of trouble paying attention, being overly active, acting without thinking, or a mix of these. It shows up in more than one setting, like home and school. It gets in the way of learning, work, or relationships.

  • Easily distracted, loses things, and has trouble finishing tasks
  • Fidgeting, restlessness, or trouble staying seated
  • Interrupting or acting before thinking
  • Problems appear in two or more settings
Timing

Symptoms last at least 6 months. Several symptoms must be present before age 12. Adults (17 and older) need fewer symptoms than children.

How common

About 7.2% of children worldwide and about 2.5% of adults (DSM-5-TR text).

Note It is not caused by laziness or bad parenting. Presentation can change over time, so the code may change too.

Specific Learning DisorderF81.0 with impairment in reading / F81.81 with impairment in written expression / F81.2 with impairment in mathematics

A person has lasting trouble learning a key school skill, such as reading, writing, or math, even with help. Their skills are well below what is expected for their age. It is not explained by intellectual disability, vision or hearing problems, or poor teaching.

  • Slow or inaccurate reading, or poor reading comprehension
  • Problems with spelling, grammar, or organizing writing
  • Trouble with number sense, math facts, or math reasoning
  • Skills stay low despite targeted help
Timing

Difficulties persist for at least 6 months despite interventions. Begins in school-age years.

How common

About 5% to 15% of school-age children across languages and cultures (DSM-5-TR text).

Note Dyslexia and dyscalculia are covered here as types. Each area of impairment is coded separately.

Developmental Coordination DisorderF82

A child's motor skills, like catching a ball, handwriting, or using scissors, are well below age level. They may seem clumsy or slow. This makes daily tasks and school harder.

  • Clumsiness, such as dropping or bumping into things
  • Slow or inaccurate motor skills
  • Trouble with handwriting, sports, or self-care tasks
  • Not due to a neurological condition like cerebral palsy
Timing

Begins in early development; usually not diagnosed before age 5.

How common

About 5% to 8% of children ages 5 to 11 (DSM-5-TR text).

Note Sometimes informally called dyspraxia.

Stereotypic Movement DisorderF98.4

A person repeats movements that seem driven and have no clear purpose, like hand flapping, body rocking, or head banging. These can interfere with daily life or cause self-injury.

  • Repetitive, purposeless-seeming movements
  • May cause injury in some cases
  • Interferes with social, school, or other activities
Timing

Begins in early development, often in the first 3 years of life.

How common

Simple stereotypies are common in young typically developing children; more complex ones are rarer (DSM-5-TR text).

Note Specifiers note whether self-injury is present and whether a known medical, genetic, or environmental factor is involved.

Tourette's DisorderF95.2

A person has both multiple motor tics and at least one vocal tic. Tics are sudden, fast, repeated movements or sounds. They may come and go and change over time.

  • Multiple motor tics, like blinking or shoulder shrugging
  • At least one vocal tic, like throat clearing or sniffing
  • Tics wax and wane in frequency
Timing

Tics have lasted more than 1 year since the first tic. Onset is before age 18.

How common

About 3 to 8 per 1,000 school-age children (DSM-5-TR text).

Note Only a small number of people with Tourette's shout offensive words (coprolalia).

Persistent (Chronic) Motor or Vocal Tic DisorderF95.1

A person has motor tics or vocal tics, but not both. The tics have lasted a long time.

  • Only motor tics or only vocal tics
  • Tics may come and go
Timing

More than 1 year since the first tic; onset before age 18.

How common

Less common than transient tics; exact rates vary across studies.

Note Specify whether motor tics only or vocal tics only.

Provisional Tic DisorderF95.0

A person has one or more tics that have been present for less than a year. Many childhood tics fade on their own.

  • Motor tics, vocal tics, or both
  • Short history of tics
Timing

Less than 1 year since the first tic; onset before age 18.

How common

Tics are common in school-age children; many are brief.

Note If tics last past a year, the diagnosis may change to persistent tic disorder or Tourette's.

Other Specified / Unspecified Neurodevelopmental, Communication, ADHD, and Tic DisordersF88 other specified neurodevelopmental / F89 unspecified neurodevelopmental / F80.9 unspecified communication / F90.8 and F90.9 ADHD / F95.8 and F95.9 tic

These labels are used when a person has real symptoms and problems that fit the chapter but do not meet the full criteria for a specific disorder. 'Other specified' lets the clinician record the reason. 'Unspecified' is used when there is not enough information.

  • Symptoms cause distress or impairment
  • Full criteria for a named disorder are not met
Timing

Varies.

How common

Not applicable.

Note DSM-5-TR also lists neurodevelopmental disorder associated with prenatal alcohol exposure as an example of other specified.

2

Schizophrenia Spectrum and Other Psychotic Disorders

9 diagnoses

These disorders involve psychosis, meaning a break from shared reality. Key signs include delusions, hallucinations, disorganized thinking and speech, very disorganized or unusual movement (including catatonia), and negative symptoms such as low motivation or flat emotion. The disorders differ mainly in how long symptoms last and whether mood episodes are involved.

Schizotypal (Personality) DisorderF21

A long-standing pattern of odd beliefs, unusual perceptions, and eccentric behavior, along with discomfort in close relationships. It is milder than schizophrenia and does not involve lasting psychosis.

  • Odd or magical thinking
  • Unusual perceptual experiences
  • Few close friends and strong social anxiety
  • Eccentric speech or appearance
Timing

A lasting pattern starting by early adulthood.

How common

Community estimates range from about 0.6% to 4.6%. A large U.S. survey found about 3.9% (Francois & Torrico, 2024, StatPearls).

Note It is listed in this chapter because it is on the schizophrenia spectrum, but its full description is in the personality disorders chapter.

Delusional DisorderF22

A person holds one or more firm false beliefs (delusions) for a long time. Aside from the delusion, their behavior and thinking are often fairly normal. They usually do not have the broad symptoms of schizophrenia.

  • Fixed false beliefs that do not change with evidence
  • Daily functioning often mostly intact
  • Common types: persecutory, jealous, grandiose, somatic, erotomanic
Timing

Delusions last 1 month or longer.

How common

Lifetime prevalence about 0.2% (DSM-5-TR text).

Note DSM-5-TR subtypes describe the delusion's theme. A 'with bizarre content' specifier exists.

Brief Psychotic DisorderF23

A sudden episode of psychosis that lasts a short time, and then the person fully returns to how they were before. It can follow a major stressor or childbirth, but it can also happen without one.

  • Sudden onset of delusions, hallucinations, or disorganized speech
  • Full return to prior functioning
  • May follow a major stressor or occur around childbirth
Timing

At least 1 day but less than 1 month.

How common

May account for up to 9% of first-episode psychosis cases (DSM-5-TR text).

Note Specifiers note marked stressors, no stressors, or postpartum onset.

Schizophreniform DisorderF20.81

It has the same kind of symptoms as schizophrenia, but it has lasted a shorter time. Some people recover, and some later receive a schizophrenia diagnosis.

  • Two or more core psychotic symptoms
  • Same symptom picture as schizophrenia
  • Decline in functioning is not required
Timing

At least 1 month but less than 6 months.

How common

Lower than schizophrenia in the U.S. and other high-income countries (DSM-5-TR text).

Note About two-thirds of people first given this diagnosis later go on to receive a schizophrenia or schizoaffective diagnosis.

SchizophreniaF20.9

Schizophrenia is a serious, long-term disorder that affects how a person thinks, feels, and acts. People may hear or see things others do not, hold false beliefs, or speak in confusing ways. Motivation, emotion, and self-care often decline.

  • Delusions and hallucinations
  • Disorganized speech or behavior
  • Negative symptoms, like low motivation or reduced emotion
  • Clear drop in work, social, or self-care functioning
Timing

Continuous signs for at least 6 months, including at least 1 month of active symptoms (less if treated).

How common

Lifetime prevalence about 0.3% to 0.7% (DSM-5-TR text).

Note Schizophrenia is not 'split personality.' DSM-5 removed the old subtypes (paranoid, disorganized, etc.).

Schizoaffective DisorderF25.0 bipolar type / F25.1 depressive type

A person has symptoms of schizophrenia plus major mood episodes (depression or mania). Psychotic symptoms also happen for a stretch of time without mood symptoms.

  • Psychotic symptoms together with a major mood episode
  • At least 2 weeks of psychosis without mood symptoms
  • Mood episodes present for most of the illness
Timing

Lifetime course; psychosis without mood episode for 2 weeks or more.

How common

About one-third as common as schizophrenia; lifetime about 0.3% (DSM-5-TR text).

Note Type depends on whether manic episodes have occurred (bipolar type) or only depressive ones.

Catatonia (associated with another mental disorder, due to another medical condition, or unspecified)F06.1 (for all three; for unspecified catatonia, code R29.818 first)

Catatonia is a group of movement and behavior changes. A person may not move or speak, hold odd postures, resist being moved, or copy others' words or actions. It can happen with psychotic, mood, or medical conditions.

  • Not moving or responding (stupor)
  • Not speaking (mutism)
  • Holding strange postures
  • Repeating others' speech or movements
Timing

No set duration.

How common

About 9% of patients across clinical studies, with wide variation by setting (Solmi et al., 2018 meta-analysis).

Note Catatonia is a specifier for many disorders, not a separate illness. It can be life-threatening and often responds to treatment.

Substance/Medication-Induced Psychotic Disorder and Psychotic Disorder Due to Another Medical ConditionSubstance-induced: coded by substance (e.g., F12.159 cannabis with mild use disorder); due to medical condition: F06.2 with delusions / F06.0 with hallucinations

Psychotic symptoms can be caused by drugs, alcohol, medicines, or withdrawal. They can also be caused by a medical illness, like a brain tumor or epilepsy. In these cases the cause is the substance or illness, not a primary psychotic disorder.

  • Delusions or hallucinations linked in time to a substance or illness
  • Evidence from history, exam, or lab tests
  • Not better explained by another psychotic disorder
Timing

Substance-induced symptoms often ease after the substance is cleared, but can persist.

How common

Varies by substance and illness.

Other Specified / Unspecified Schizophrenia Spectrum and Other Psychotic DisorderF28 other specified / F29 unspecified

Used when there are psychotic symptoms that cause problems but do not fit a named disorder. Examples include attenuated psychosis syndrome or persistent auditory hallucinations alone.

  • Psychotic symptoms with distress or impairment
  • Does not meet full criteria for a specific disorder
Timing

Varies.

How common

Not applicable.

Note Attenuated psychosis syndrome appears as an example here and in the conditions for further study.

3

Bipolar and Related Disorders

5 diagnoses

These disorders involve episodes of abnormally high or irritable mood and energy called mania or hypomania, often alternating with depression. DSM-5 placed them in their own chapter, between psychotic disorders and depressive disorders, because they share features with both.

Bipolar I DisorderF31.x by current episode and severity (e.g., F31.11-F31.13 manic mild to severe, F31.2 manic with psychotic features, F31.0 hypomanic, F31.31-F31.5 depressed, F31.9 unspecified)

Bipolar I is defined by at least one manic episode. Mania is a period of very high or irritable mood with a lot of energy that seriously disrupts life. Many people also have episodes of major depression, but depression is not required for the diagnosis.

  • Very high, expansive, or irritable mood with increased energy
  • Needing much less sleep, racing thoughts, fast talking
  • Risky choices, like overspending
  • Can include psychosis or need for hospital care
Timing

A manic episode lasts at least 1 week, most of the day, nearly every day (or any length if hospitalization is needed).

How common

12-month prevalence about 0.6% in the U.S. (DSM-5-TR text).

Note DSM-5 requires increased energy or activity, not only mood change, to count as mania.

Bipolar II DisorderF31.81

Bipolar II involves at least one hypomanic episode and at least one major depressive episode, but never a full manic episode. Hypomania is a milder high that others notice but that does not cause major impairment.

  • Hypomanic periods of raised mood and energy
  • Major depressive episodes that are often long and disabling
  • No history of full mania
Timing

Hypomania lasts at least 4 days; depression at least 2 weeks.

How common

12-month prevalence about 0.8% in the U.S. and about 0.3% internationally (DSM-5-TR text).

Note Bipolar II is not a 'milder' form of bipolar I. The depression can be severe and long-lasting.

Cyclothymic DisorderF34.0

A person has many ups and downs in mood over a long time. The highs are not strong enough to be hypomania, and the lows are not strong enough to be major depression. Stable periods are short.

  • Frequent periods of mild highs and mild lows
  • Stable mood never lasts longer than 2 months
  • Never meets full criteria for a mania, hypomania, or major depression
Timing

At least 2 years in adults; at least 1 year in children and teens.

How common

Lifetime prevalence about 0.4% to 1% (DSM-5-TR text).

Substance/Medication-Induced Bipolar Disorder and Bipolar Disorder Due to Another Medical ConditionSubstance-induced: coded by substance (e.g., F15.94 other stimulant); due to medical condition: F06.33 with manic features / F06.34 with mixed features

Manic-like or hypomanic symptoms can be caused by drugs, medicines such as steroids, or by medical conditions such as thyroid disease. The mood changes are a direct result of that cause.

  • Raised or irritable mood tied to a substance or illness
  • Evidence the cause can produce these symptoms
Timing

Linked in time to substance use, withdrawal, or illness onset.

How common

Varies.

Other Specified / Unspecified Bipolar and Related DisorderF31.89 other specified / F31.9 unspecified (F39 unspecified mood disorder)

Used when bipolar-type symptoms cause problems but do not meet full criteria. An example is short hypomanic episodes of 2 to 3 days along with major depression.

  • Bipolar-type symptoms with distress or impairment
  • Does not meet full criteria
Timing

Varies.

How common

Not applicable.

Note DSM-5-TR added unspecified mood disorder (F39) for cases where it is not yet clear whether the pattern is bipolar or depressive.

4

Depressive Disorders

6 diagnoses

These disorders share sad, empty, or irritable mood along with body and thinking changes that make it hard to function. They differ in how long symptoms last, when they occur, and what may cause them. DSM-5-TR added prolonged grief disorder to a different chapter and kept bereavement from automatically ruling out depression.

Disruptive Mood Dysregulation Disorder (DMDD)F34.81

Children with DMDD have frequent, severe temper outbursts that are far out of proportion to the situation. Between outbursts they are irritable or angry most of the day, nearly every day.

  • Severe temper outbursts about three or more times a week
  • Constant irritable or angry mood between outbursts
  • Happens in at least two settings, like home and school
Timing

Symptoms for at least 12 months. First diagnosis between ages 6 and 18; onset before age 10.

How common

Estimated 2% to 5% among children and teens over 6 months to 1 year (DSM-5-TR text).

Note Added in DSM-5 partly to reduce over-diagnosis of bipolar disorder in children.

Major Depressive DisorderSingle episode F32.0-F32.5, F32.9 / Recurrent episode F33.0-F33.3, F33.41, F33.42, F33.9 (by severity and remission)

Major depression is a period of low mood or loss of interest in most things, along with other changes like sleep, appetite, energy, and focus. It causes real problems at home, school, or work. It is more than normal sadness.

  • Depressed mood or loss of interest or pleasure
  • Changes in sleep, appetite, or weight
  • Tiredness, trouble focusing, feelings of worthlessness or guilt
  • Thoughts of death or suicide
Timing

At least 2 weeks for an episode.

How common

12-month prevalence about 7% in the U.S. (DSM-5-TR text).

Note Specifiers include anxious distress, mixed features, melancholic, psychotic features, peripartum onset, and seasonal pattern.

Persistent Depressive DisorderF34.1

This is a long-lasting depression. The mood may be less intense than major depression, but it lasts for years and can include full major depressive episodes along the way.

  • Low mood most days for a long time
  • Poor appetite or overeating, sleep changes, low energy
  • Low self-esteem and hopelessness
  • Symptom-free periods last no more than 2 months
Timing

At least 2 years in adults; at least 1 year in children and teens.

How common

12-month prevalence about 0.5% for the milder form and 1.5% for chronic major depression in the U.S. (DSM-5-TR text).

Note Combines what DSM-IV called dysthymia and chronic major depression.

Premenstrual Dysphoric Disorder (PMDD)F32.81

PMDD causes strong mood symptoms, like irritability, sadness, or anxiety, in the week before a menstrual period. Symptoms improve soon after the period starts and are mostly gone the week after.

  • Mood swings, irritability, or anger
  • Depressed mood or anxiety
  • Physical symptoms like breast tenderness or bloating
  • Pattern tied to the menstrual cycle
Timing

Present in most cycles over the past year; confirmed by daily ratings over at least 2 cycles.

How common

About 1.8% to 5.8% of menstruating individuals over 12 months (DSM-5-TR text).

Note Much more severe than typical PMS. Moved from the appendix to a full diagnosis in DSM-5.

Substance/Medication-Induced Depressive Disorder and Depressive Disorder Due to Another Medical ConditionSubstance-induced: coded by substance (e.g., F10.24 alcohol with moderate or severe use disorder); due to medical condition: F06.31 with depressive features / F06.32 with major depressive-like episode / F06.34 with mixed features

Depression can be caused by alcohol, drugs, some medicines, or withdrawal. It can also be caused by medical illness like stroke, Parkinson's disease, or hypothyroidism.

  • Depressive symptoms linked to a substance or illness
  • Evidence the cause can produce depression
Timing

Linked in time to the substance or illness.

How common

Varies.

Other Specified / Unspecified Depressive DisorderF32.89 other specified / F32.A unspecified (F39 unspecified mood disorder)

Used when depressive symptoms cause problems but do not meet full criteria. Examples include short-duration depression or recurrent brief depression.

  • Depressive symptoms with distress or impairment
  • Does not meet full criteria
Timing

Varies.

How common

Not applicable.

Note DSM-5-TR updated unspecified depressive disorder from F32.9 to F32.A.

5

Anxiety Disorders

9 diagnoses

These disorders involve fear (a reaction to a threat right now) and anxiety (worry about a future threat) that is too strong or lasts too long for the situation. The disorders are grouped by what triggers the fear or avoidance. They are ordered roughly by typical age of onset.

Separation Anxiety DisorderF93.0

A person has intense fear about being apart from people they are close to. They may worry that harm will come to a loved one or refuse to be away from them. It can happen in adults as well as children.

  • Distress when separated or expecting separation
  • Worry that something bad will happen to loved ones
  • Refusing to go to school, work, or sleep away from home
  • Nightmares or physical complaints about separation
Timing

At least 4 weeks in children and teens; typically 6 months or more in adults.

How common

About 4% of children over 12 months, 1.6% of teens, and 0.9% to 1.9% of U.S. adults (DSM-5-TR text).

Note DSM-5 moved it to this chapter and allowed diagnosis in adults.

Selective MutismF94.0

A child consistently does not speak in certain social places, like school, even though they can and do speak in other places, like at home. It is not caused by a language problem.

  • Speaks at home but not in certain settings
  • Interferes with school or social life
  • Not due to lack of language knowledge
Timing

At least 1 month (not counting the first month of school).

How common

About 0.03% to 1.9% in clinic and school samples (DSM-5-TR text).

Note It is usually linked to social anxiety, not defiance.

Specific PhobiaF40.218 animal / F40.228 natural environment / F40.230-F40.233 blood-injection-injury / F40.248 situational / F40.298 other

A person has strong fear of a certain object or situation, such as heights, spiders, flying, or needles. The fear is much stronger than the real danger. They avoid it or face it with intense distress.

  • Immediate fear when facing the trigger
  • Avoiding the object or situation
  • Fear is out of proportion to the actual danger
Timing

Typically 6 months or more.

How common

12-month prevalence about 8% to 12% in the U.S. (DSM-5-TR text).

Note Blood-injection-injury phobia can cause fainting, unlike most phobias.

Social Anxiety DisorderF40.10

A person has strong fear of social situations where they might be judged or embarrassed. They worry about showing anxiety or doing something humiliating. They avoid these situations or endure them with great distress.

  • Fear of being judged or watched
  • Worry about embarrassment or rejection
  • Avoiding social or performance situations
Timing

Typically 6 months or more.

How common

12-month prevalence about 7% in the U.S. (DSM-5-TR text).

Note Specifier: performance only, for fear limited to speaking or performing in public. Formerly called social phobia.

Panic DisorderF41.0

A person has repeated, unexpected panic attacks. These are sudden waves of intense fear with physical symptoms. Afterward, they worry about more attacks or change their behavior to avoid them.

  • Sudden panic attacks with racing heart, shaking, or shortness of breath
  • Fear of dying, losing control, or 'going crazy' during attacks
  • Ongoing worry about future attacks
Timing

At least 1 month of worry or behavior change after an attack.

How common

12-month prevalence about 2% to 3% of U.S. adults and teens (DSM-5-TR text).

Note Panic attacks can occur in many disorders and can be recorded as a specifier. Panic disorder requires repeated unexpected attacks.

AgoraphobiaF40.00

A person fears and avoids places where escape might be hard or help might not be available if they panic. Examples include public transportation, crowds, open spaces, or being outside the home alone.

  • Fear of public transportation, open or closed spaces, crowds, or being out alone
  • Avoiding these places or needing a companion
  • Fear is out of proportion to the actual danger
Timing

Typically 6 months or more.

How common

About 1.7% of adolescents and adults each year (DSM-5-TR text).

Note DSM-5 separated agoraphobia from panic disorder. They can be diagnosed together.

Generalized Anxiety Disorder (GAD)F41.1

A person worries too much about many everyday things, like work, health, or money. The worry is hard to control and comes with physical symptoms like muscle tension or trouble sleeping.

  • Excessive worry about many topics
  • Hard to stop or control the worry
  • Restlessness, fatigue, poor focus, irritability, tense muscles, or poor sleep
Timing

More days than not for at least 6 months.

How common

12-month prevalence about 0.9% in teens and 2.9% in U.S. adults (DSM-5-TR text).

Substance/Medication-Induced Anxiety Disorder and Anxiety Disorder Due to Another Medical ConditionSubstance-induced: coded by substance (e.g., F15.980 other stimulant without use disorder); due to medical condition: F06.4

Anxiety or panic can be caused by substances like caffeine, stimulants, or withdrawal from alcohol, or by medical problems like an overactive thyroid or heart conditions.

  • Anxiety or panic tied to a substance or illness
  • Evidence the cause can produce anxiety
Timing

Linked in time to the substance or illness.

How common

Varies.

Note Opioid-induced anxiety codes changed in October 2022 (e.g., F11.188, F11.288, F11.988).

Other Specified / Unspecified Anxiety DisorderF41.8 other specified / F41.9 unspecified

Used when anxiety causes problems but does not meet criteria for a named anxiety disorder. Examples include limited-symptom attacks or cultural syndromes like khyâl cap or ataque de nervios.

  • Anxiety with distress or impairment
  • Does not meet full criteria
Timing

Varies.

How common

Not applicable.

6

Obsessive-Compulsive and Related Disorders

7 diagnoses

These disorders involve repetitive thoughts or repetitive behaviors that are hard to stop. Many involve urges to do something over and over, such as checking, pulling, picking, or saving. DSM-5 created this chapter to separate them from anxiety disorders.

Obsessive-Compulsive Disorder (OCD)F42.2

OCD involves obsessions, which are unwanted thoughts, images, or urges that cause anxiety, and compulsions, which are actions a person feels driven to do to reduce that anxiety. The cycle takes up a lot of time or causes real distress.

  • Unwanted, intrusive thoughts (like fear of germs or harm)
  • Repetitive behaviors or mental acts (like washing, checking, counting)
  • Takes more than about 1 hour a day or causes distress
Timing

No set duration; often starts in childhood or early adulthood.

How common

12-month prevalence about 1.2% in the U.S.; 1.1% to 1.8% worldwide (DSM-5-TR text).

Note Insight specifier: good or fair, poor, or absent/delusional. A tic-related specifier also exists. Being neat or organized is not OCD.

Body Dysmorphic DisorderF45.22

A person is preoccupied with flaws in their appearance that others cannot see or think are minor. They spend a lot of time checking, fixing, or hiding these perceived flaws.

  • Preoccupation with perceived appearance flaws
  • Mirror checking, grooming, seeking reassurance, or comparing
  • Significant distress or impairment
Timing

No set duration.

How common

Point prevalence about 1.9% to 2.4% of U.S. adults (DSM-5-TR text).

Note Muscle dysmorphia (believing one's body is too small) is a specifier.

Hoarding DisorderF42.3

A person has ongoing difficulty throwing away or parting with things, no matter their value. Items build up and clutter living spaces so they cannot be used normally.

  • Strong need to save items and distress when discarding
  • Clutter blocks normal use of living areas
  • Often includes excessive acquiring
Timing

Persistent difficulty; often begins in the teen years and worsens with age.

How common

About 1.5% to 6% in community surveys (DSM-5-TR text).

Note Added as its own disorder in DSM-5. It is different from collecting.

Trichotillomania (Hair-Pulling Disorder)F63.3

A person repeatedly pulls out their own hair, leading to hair loss. They try to stop but cannot.

  • Repeated hair pulling causing hair loss
  • Repeated attempts to stop
  • Distress or impairment
Timing

No set duration; often begins around puberty.

How common

12-month prevalence about 1% to 2% in adults and teens (DSM-5-TR text).

Excoriation (Skin-Picking) DisorderF42.4

A person repeatedly picks at their skin, causing sores or wounds. They try to stop but cannot.

  • Repeated picking causing skin lesions
  • Repeated attempts to stop
  • Distress or impairment
Timing

No set duration; often begins in adolescence.

How common

In a large U.S. adult survey, about 3.1% had skin picking disorder at some point in life and 2.1% had it currently (Grant & Chamberlain, 2020). Older estimates were about 1.4%.

Note New as a full diagnosis in DSM-5.

Substance/Medication-Induced OCD and Related Disorder and OCD and Related Disorder Due to Another Medical ConditionSubstance-induced: coded by substance (e.g., F15.988 other stimulant without use disorder); due to medical condition: F06.8

Obsessions, compulsions, or related behaviors can be caused by a substance or by a medical condition, such as strep-related neuropsychiatric conditions (PANDAS) in some children.

  • OC-type symptoms tied to a substance or illness
Timing

Linked in time to the substance or illness.

How common

Varies.

Other Specified / Unspecified Obsessive-Compulsive and Related DisorderF42.8 other specified / F42.9 unspecified

Used when OC-type symptoms cause problems but do not meet full criteria. Examples include body-focused repetitive behaviors like nail biting or lip chewing, and obsessional jealousy.

  • OC-type symptoms with distress or impairment
  • Does not meet full criteria
Timing

Varies.

How common

Not applicable.

7

Trauma- and Stressor-Related Disorders

7 diagnoses

Every disorder in this chapter requires that the person went through a traumatic or stressful event. Reactions vary widely, from fear and anxiety to sadness, anger, numbness, or trouble with attachment. DSM-5-TR added prolonged grief disorder to this chapter.

Reactive Attachment DisorderF94.1

A young child who has had severe neglect rarely seeks or accepts comfort from caregivers. They seem withdrawn and emotionally shut down.

  • Rarely seeks or responds to comfort when upset
  • Limited positive emotion and social response
  • History of severe neglect or frequent caregiver changes
Timing

Evident before age 5; child has a developmental age of at least 9 months.

How common

Uncommon; seen in less than 10% of severely neglected children (DSM-5-TR text).

Disinhibited Social Engagement DisorderF94.2

A child with a history of neglect acts overly friendly with strangers. They may go off with an unfamiliar adult without checking with their caregiver.

  • Approaches and interacts with strangers without hesitation
  • Overly familiar talk or physical behavior
  • Little checking back with caregiver
  • History of neglect or disrupted care
Timing

Child has a developmental age of at least 9 months.

How common

About 20% in some high-risk populations, such as children raised in institutions (DSM-5-TR text).

Note Split from reactive attachment disorder in DSM-5.

Posttraumatic Stress Disorder (PTSD)F43.10

PTSD can develop after a person experiences or witnesses a traumatic event, such as violence, a serious accident, or sexual assault. They relive the event, avoid reminders, feel more negative, and stay on high alert.

  • Intrusive memories, nightmares, or flashbacks
  • Avoiding reminders of the trauma
  • Negative changes in mood and beliefs
  • Being easily startled, irritable, or on guard
Timing

Symptoms last more than 1 month. Delayed expression if full criteria are met 6 months or more after the event.

How common

Lifetime prevalence about 6.8% in U.S. adults (Kessler et al., 2005); DSM-5-TR text lists 12-month prevalence around 3.5% in the U.S.

Note A separate set of criteria exists for children age 6 and younger. Dissociative subtype is a specifier. ICD-10-CM also has F43.11 acute and F43.12 chronic, but DSM-5-TR uses F43.10.

Acute Stress DisorderF43.0

Acute stress disorder is a strong stress reaction in the first month after a trauma. Symptoms are similar to PTSD but are short-term.

  • Intrusive memories or bad dreams
  • Feeling numb, detached, or in a daze
  • Avoidance and high alertness
Timing

From 3 days to 1 month after the trauma.

How common

Varies by trauma type; under 20% after non-interpersonal trauma, 20% to 50% after interpersonal trauma such as assault (DSM-5-TR text).

Note If symptoms last past 1 month, the diagnosis may change to PTSD.

Adjustment DisordersF43.21 with depressed mood / F43.22 with anxiety / F43.23 mixed anxiety and depressed mood / F43.24 disturbance of conduct / F43.25 mixed emotions and conduct / F43.20 unspecified

An adjustment disorder is a stronger-than-expected emotional or behavior reaction to a stressful life change, such as a breakup, job loss, or move. It causes distress or trouble functioning.

  • Emotional or behavior symptoms after an identifiable stressor
  • Distress out of proportion to the stressor, or real impairment
  • Not normal grief and not another mental disorder
Timing

Starts within 3 months of the stressor; ends within 6 months after the stressor or its effects end.

How common

Common; about 5% to 20% of people in outpatient mental health care (DSM-5-TR text).

Prolonged Grief DisorderF43.81

Prolonged grief disorder is intense, long-lasting grief after the death of someone close. The person keeps longing for or being preoccupied with the one who died, and this keeps them from getting on with life.

  • Intense yearning for or preoccupation with the deceased
  • Emotional pain, numbness, or feeling life is meaningless
  • Trouble re-engaging with friends or activities
  • Grief goes beyond cultural and social norms
Timing

At least 12 months after the death for adults (at least 6 months for children and teens); symptoms nearly every day for at least the past month.

How common

About 9.8% of bereaved adults after natural deaths (Lundorff et al., 2017 meta-analysis); DSM-5-TR text cites similar figures.

Note New in DSM-5-TR. It was first coded F43.8 in the 2022 manual; ICD-10-CM changed it to F43.81 starting October 1, 2022.

Other Specified / Unspecified Trauma- and Stressor-Related DisorderF43.89 other specified / F43.9 unspecified

Used when trauma or stress-linked symptoms cause problems but do not meet criteria for a named disorder. Examples include adjustment-like reactions that start late or last longer than 6 months.

  • Stress-related symptoms with distress or impairment
  • Does not meet full criteria
Timing

Varies.

How common

Not applicable.

Note Other specified changed from F43.8 to F43.89 on October 1, 2022.

8

Dissociative Disorders

4 diagnoses

Dissociation is a disruption in the normal connection of memory, identity, awareness, emotion, perception, and behavior. These disorders often follow trauma. The chapter is placed right after trauma disorders to show that close link.

Dissociative Identity Disorder (DID)F44.81

A person has two or more distinct identities or personality states. Each may have its own sense of self and way of acting. The person also has gaps in memory for everyday events or important personal information.

  • Two or more distinct identity states
  • Memory gaps not explained by ordinary forgetting
  • Distress or impairment
  • Not part of accepted cultural or religious practice
Timing

No set duration; usually linked to severe early trauma.

How common

12-month prevalence about 1.5% in a small U.S. community study (DSM-5-TR text).

Note Formerly called multiple personality disorder. In some cultures it can appear as possession-form identity.

Dissociative AmnesiaF44.0 / F44.1 with dissociative fugue

A person cannot remember important personal information, usually about a stressful or traumatic event. The memory loss is more than normal forgetting and is not caused by a brain injury or substance.

  • Inability to recall important personal information
  • Often linked to trauma or stress
  • Not due to substances or a medical condition
Timing

Can last minutes to years.

How common

12-month prevalence about 1.8% in a small U.S. community study (DSM-5-TR text).

Note Dissociative fugue (unexpected travel or wandering with memory loss) is now a specifier, not its own disorder.

Depersonalization/Derealization DisorderF48.1

A person has repeated experiences of feeling detached from their own body or mind (depersonalization), or feeling that the world is unreal or dreamlike (derealization). They know these feelings are not real.

  • Feeling outside one's body or like watching oneself
  • Surroundings seem unreal, foggy, or distant
  • Reality testing stays intact
Timing

Persistent or recurring episodes.

How common

Lifetime prevalence about 2% (range 0.8% to 2.8%) (DSM-5-TR text).

Note Brief episodes are common and not a disorder. This diagnosis requires ongoing distress or impairment.

Other Specified / Unspecified Dissociative DisorderF44.89 other specified / F44.9 unspecified

Used for dissociative symptoms that cause problems but do not fit a named disorder. Examples include identity disturbance after brainwashing or dissociative trance.

  • Dissociative symptoms with distress or impairment
  • Does not meet full criteria
Timing

Varies.

How common

Not applicable.

9

Somatic Symptom and Related Disorders

6 diagnoses

These disorders center on physical symptoms or health worries that cause real distress and disruption. The focus is on the person's thoughts, feelings, and behaviors about the symptoms, not on whether a medical explanation is found. The symptoms are real and are not faked, except in factitious disorder where deception is present.

Somatic Symptom DisorderF45.1

A person has one or more physical symptoms, like pain or fatigue, and spends too much thought, worry, time, or energy on them. The symptoms may or may not have a medical cause.

  • Distressing physical symptoms
  • Excessive thoughts about how serious symptoms are
  • High health anxiety
  • Lots of time and energy spent on symptoms
Timing

Usually persistent for more than 6 months (the specific symptoms may change).

How common

Estimated 5% to 7% of adults (DSM-5-TR text).

Note It replaced somatization disorder and part of hypochondriasis from DSM-IV. Specifier: with predominant pain.

Illness Anxiety DisorderF45.21

A person worries a lot about having or getting a serious illness, even though they have few or no symptoms. They may check their body often or avoid doctors out of fear.

  • Preoccupation with having a serious illness
  • Few or mild physical symptoms
  • Checking or reassurance seeking, or avoiding care
Timing

At least 6 months (the feared illness may change).

How common

About 1.3% to 10% over 1 to 2 years in community surveys (DSM-5-TR text).

Note Specify care-seeking type or care-avoidant type.

Functional Neurological Symptom Disorder (Conversion Disorder)F44.4 weakness or paralysis, abnormal movement, swallowing, or speech symptoms / F44.5 attacks or seizures / F44.6 anesthesia, sensory loss, or special sensory symptoms / F44.7 mixed

A person has nervous-system symptoms, like weakness, shaking, seizures, or vision loss, that do not match known neurological disease. Exam findings show the symptoms are not caused by a standard neurological condition.

  • Changes in movement or sensation
  • Clinical findings do not fit known neurological disease
  • Real, not faked
  • Distress or impairment
Timing

Specify acute (under 6 months) or persistent (6 months or more).

How common

Persistent symptoms estimated at 2 to 5 per 100,000 per year (DSM-5-TR text); functional symptoms are common in neurology clinics.

Note DSM-5-TR put 'functional neurological symptom disorder' first in the name. A psychological stressor is no longer required.

Psychological Factors Affecting Other Medical ConditionsF54

A person has a medical condition, and psychological or behavioral factors make it worse. Examples include stress that triggers asthma or skipping medicine due to denial.

  • A known medical condition
  • Psychological or behavior factors worsen it or its treatment
Timing

No set duration.

How common

Unclear (DSM-5-TR text).

Note The mental factor is not a separate mental disorder here; it is influencing a medical one.

Factitious DisorderF68.10 imposed on self / F68.A imposed on another

A person fakes, exaggerates, or causes illness or injury in themselves or in someone else, like a child. They do this even without obvious outside rewards like money.

  • Falsifying signs or symptoms of illness
  • Presents self or another as sick or injured
  • Deception without obvious external reward
Timing

Single or recurrent episodes.

How common

Estimated about 1% of hospital patients (DSM-5-TR text).

Note When imposed on another, the perpetrator receives the diagnosis, not the victim. This was once called Munchausen by proxy. It is not the same as malingering, which is faking for a clear external gain.

Other Specified / Unspecified Somatic Symptom and Related DisorderF45.8 other specified / F45.9 unspecified

Used when somatic symptoms cause problems but do not meet full criteria. Examples include brief somatic symptom disorder and pseudocyesis (false belief of pregnancy with body signs).

  • Somatic symptoms with distress or impairment
  • Does not meet full criteria
Timing

Varies.

How common

Not applicable.

10

Feeding and Eating Disorders

7 diagnoses

These disorders involve ongoing problems with eating or eating-related behavior that harm physical health or daily life. They include eating non-food items, bringing food back up, restricting food, and binge eating. In October 2024, ICD-10-CM added new codes by severity and remission for several of these disorders.

PicaF98.3 in children / F50.83 in adults (changed from F50.89 on October 1, 2024)

A person regularly eats things that are not food, like dirt, chalk, paper, or ice. This is not part of normal development or a cultural practice.

  • Eating non-nutritive, non-food substances
  • Not age-appropriate or culturally supported
  • Can cause medical problems like poisoning or blockage
Timing

At least 1 month.

How common

Not well established; more common in people with intellectual disability and during pregnancy (DSM-5-TR text).

Note Adult pica code changed from F50.89 to F50.83 in October 2024.

Rumination DisorderF98.21 in children / F50.84 in adults (new code October 1, 2024)

A person repeatedly brings up food after eating. They may re-chew, re-swallow, or spit it out. It is not caused by a medical problem like reflux.

  • Repeated regurgitation of food
  • Not caused by a gastrointestinal condition
  • Not only during another eating disorder
Timing

At least 1 month.

How common

Not well established (DSM-5-TR text).

Note Before October 2024, F98.21 was used at all ages.

Avoidant/Restrictive Food Intake Disorder (ARFID)F50.82

A person eats too little or too narrow a range of foods, leading to weight loss, poor nutrition, or dependence on supplements. It is driven by low interest in eating, sensitivity to food texture or smell, or fear of choking or vomiting, not by body image.

  • Very limited food variety or amount
  • Weight loss, nutrition deficits, or reliance on supplements
  • Not driven by concern about weight or shape
Timing

Persistent pattern; often starts in childhood but can occur at any age.

How common

Not well established; estimates range widely across studies (DSM-5-TR text).

Note Expanded in DSM-5 from the DSM-IV feeding disorder of infancy or early childhood. It is more than picky eating.

Anorexia NervosaRestricting type F50.010 mild / F50.011 moderate / F50.012 severe / F50.013 extreme / F50.014 in remission / F50.019 unspecified; Binge-eating/purging type F50.020-F50.024, F50.029 (same pattern). Before October 1, 2024: F50.01 and F50.02

A person restricts how much they eat, leading to a very low body weight. They have an intense fear of gaining weight and a distorted view of their body shape or size.

  • Significantly low body weight from restricted intake
  • Intense fear of weight gain or behavior that blocks gain
  • Distorted body image or not recognizing how serious low weight is
Timing

No set minimum duration; restricting type is based on the last 3 months.

How common

12-month prevalence about 0.4% among young females (DSM-5-TR text).

Note Severity is based on BMI in adults (or BMI percentile in youth). Loss of menstrual periods is no longer required. Anorexia has one of the highest death rates of any mental disorder.

Bulimia NervosaF50.21 mild / F50.22 moderate / F50.23 severe / F50.24 extreme / F50.25 in remission / F50.20 unspecified (before October 1, 2024: F50.2)

A person has repeated episodes of binge eating followed by actions to prevent weight gain, like vomiting, laxatives, fasting, or heavy exercise. Self-worth is tied closely to body shape and weight.

  • Binge eating with a sense of loss of control
  • Compensating behaviors like vomiting or fasting
  • Self-image overly based on weight and shape
Timing

Binge and compensatory behaviors at least once a week for 3 months.

How common

12-month prevalence about 1% to 1.5% among young females (DSM-5-TR text).

Note Most people with bulimia are in the normal weight range. Severity is based on the number of compensatory episodes per week.

Binge-Eating DisorderF50.810 mild / F50.811 moderate / F50.812 severe / F50.813 extreme / F50.814 in remission / F50.819 unspecified (before October 1, 2024: F50.81)

A person has repeated episodes of eating a very large amount of food in a short time and feeling unable to stop. Unlike bulimia, they do not regularly vomit or use other behaviors to make up for it.

  • Eating much more than most people would in a similar time
  • Feeling a loss of control while eating
  • Eating fast, eating alone, or eating until uncomfortably full
  • Strong distress about bingeing
Timing

At least once a week for 3 months.

How common

12-month prevalence about 1.6% of females and 0.8% of males among U.S. adults (DSM-5-TR text).

Note Became a full diagnosis in DSM-5. It is not the same as occasional overeating.

Other Specified / Unspecified Feeding or Eating DisorderF50.89 other specified / F50.9 unspecified

Used when eating problems cause distress or impairment but do not meet full criteria. Examples include atypical anorexia (all features but weight in normal range), purging disorder, and night eating syndrome.

  • Eating-related symptoms with distress or impairment
  • Does not meet full criteria
Timing

Varies.

How common

Not applicable.

Note Atypical anorexia can be just as medically serious as anorexia nervosa.

11

Elimination Disorders

4 diagnoses

These disorders involve passing urine or stool in places that are not appropriate, past the age when a child would usually be toilet trained. They are usually first noticed in childhood. A medical cause, such as a urinary infection or a medication side effect, has to be ruled out first.

EnuresisF98.0

Enuresis means repeatedly wetting the bed or clothes, whether on purpose or by accident. It can happen only at night, only during the day, or both. It is only diagnosed once a child is old enough that dry nights and days would normally be expected.

  • Repeated wetting of bed or clothing
  • Child is at least 5 years old in developmental terms
  • Specifiers: nocturnal only, diurnal only, or both
  • Not caused by a medical condition or a substance such as a diuretic
  • Often causes embarrassment or limits activities like sleepovers
Timing

At least twice a week for at least 3 months in a row, or causing clear distress or impairment. Child must be at least 5.

How common

About 5% to 10% of 5-year-olds, 3% to 5% of 10-year-olds, and around 1% of people 15 and older (DSM-5-TR (APA, 2022)).

Note Most children outgrow it. Bedwetting alarms and some medications are common treatments.

EncopresisF98.1

Encopresis means repeatedly passing stool in places such as clothing or the floor. Most cases are linked to long-term constipation, where hard stool builds up and softer stool leaks around it. The child often does not do it on purpose.

  • Repeated passing of stool in inappropriate places
  • Child is at least 4 years old in developmental terms
  • Specifiers: with or without constipation and overflow incontinence
  • Not caused by a medical condition other than one involving constipation
  • Often linked with shame and avoiding school or social events
Timing

At least once a month for at least 3 months. Child must be at least 4.

How common

About 1% of 5-year-olds; more common in boys (DSM-5-TR (APA, 2022)).

Other specified elimination disorderN39.498 (with urinary symptoms); R15.9 (with fecal symptoms)

This label is used when a person has elimination symptoms that cause distress or problems but do not fully meet the criteria for enuresis or encopresis. The clinician writes down the specific reason, such as wetting that happens less often than required.

  • Symptoms of a wetting or soiling problem
  • Full criteria are not met
  • Clinician states the reason
Timing

No set duration.

How common

Not well studied.

Unspecified elimination disorderR32 (with urinary symptoms); R15.9 (with fecal symptoms)

This label is used when there are clear elimination symptoms but the clinician does not specify why full criteria are not met. It is common in emergency or short-visit settings.

  • Elimination symptoms cause distress or impairment
  • Reason for not meeting full criteria is not stated
Timing

No set duration.

How common

Not well studied.

12

Sleep-Wake Disorders

13 diagnoses

Sleep-wake disorders involve problems with the amount, quality, or timing of sleep, or unusual events during sleep. They cause daytime distress, tiredness, or trouble functioning. Many of them can only be confirmed with a sleep study (polysomnography), and they often occur alongside depression, anxiety, or medical illness.

Insomnia disorderF51.01

Insomnia disorder means being unhappy with how much or how well you sleep, even when you have enough chance to sleep. People may struggle to fall asleep, wake up often, or wake too early and not get back to sleep. It leads to daytime problems like fatigue, low mood, or poor focus.

  • Trouble starting sleep, staying asleep, or waking too early
  • Happens despite enough opportunity to sleep
  • Causes daytime distress or impairment
  • Specifiers: episodic, persistent, or recurrent
  • Can occur with another mental, medical, or sleep disorder
Timing

At least 3 nights a week for at least 3 months (1 to 3 months is called episodic).

How common

About one-third of adults report insomnia symptoms; about 10% meet criteria for insomnia disorder (DSM-5-TR (APA, 2022)).

Note Cognitive behavioral therapy for insomnia (CBT-I) is the recommended first treatment.

Hypersomnolence disorderF51.11

Hypersomnolence disorder means feeling too sleepy during the day even after a main sleep of 7 hours or more. People may nap repeatedly, sleep very long hours without feeling rested, or have a hard time fully waking up.

  • Excessive sleepiness despite at least 7 hours of main sleep
  • Repeated naps or lapses into sleep during the day
  • Long sleep that does not feel refreshing
  • Severe grogginess after waking (sleep inertia)
  • Not better explained by another sleep disorder or a substance
Timing

At least 3 times a week for at least 3 months.

How common

About 5% to 10% of people seen at sleep clinics for daytime sleepiness; around 1% in general population samples (DSM-5-TR (APA, 2022)).

NarcolepsyG47.411 (with cataplexy or hypocretin deficiency, type 1); G47.419 (without cataplexy and with normal hypocretin, type 2); G47.421 / G47.429 (due to another medical condition, with / without cataplexy)

Narcolepsy causes repeated, sudden urges to sleep or falling asleep during the day. Many people also have cataplexy, which is a brief loss of muscle tone often triggered by laughing or strong emotion. It is linked to a loss of the brain chemical hypocretin (orexin).

  • Irresistible sleep attacks or naps during the day
  • Cataplexy episodes in many cases
  • Low hypocretin in spinal fluid, or fast entry into REM sleep on a sleep test
  • Vivid dream-like images when falling asleep or waking, and sleep paralysis are common
  • Specifiers for type and severity
Timing

At least 3 times a week over the past 3 months.

How common

Narcolepsy with cataplexy affects about 0.02% to 0.04% of the population (DSM-5-TR (APA, 2022)).

Obstructive sleep apnea hypopneaG47.33

In obstructive sleep apnea, the airway repeatedly narrows or closes during sleep, which briefly stops or reduces breathing. This causes snoring, gasping, and broken sleep, and leads to daytime sleepiness. It is confirmed with a sleep study.

  • Loud snoring, snorting, gasping, or pauses in breathing during sleep
  • Daytime sleepiness or unrefreshing sleep
  • Sleep study shows at least 5 breathing events per hour with symptoms, or 15 or more per hour even without symptoms
  • Severity based on number of events per hour
  • Linked to obesity, high blood pressure, and heart disease
Timing

Based on sleep study findings rather than a set number of weeks.

How common

At least 1% to 2% of children, 2% to 15% of middle-aged adults, and more than 20% of older adults (DSM-5-TR (APA, 2022)).

Central sleep apneaG47.31 (idiopathic); R06.3 (Cheyne-Stokes breathing); G47.37 (comorbid with opioid use)

In central sleep apnea, breathing pauses happen because the brain does not send the usual signal to breathe, not because the airway is blocked. It is often seen in people with heart failure, stroke, or long-term opioid use.

  • Sleep study shows 5 or more central breathing pauses per hour
  • Not better explained by another sleep disorder
  • Subtypes: idiopathic, Cheyne-Stokes breathing, comorbid with opioid use
  • Can cause broken sleep and daytime sleepiness
Timing

Based on sleep study findings.

How common

Uncommon in the general population; much more common in heart failure and in long-term opioid users (DSM-5-TR (APA, 2022)).

Sleep-related hypoventilationG47.34 (idiopathic); G47.35 (congenital central alveolar hypoventilation); G47.36 (comorbid)

Sleep-related hypoventilation means breathing is too shallow or slow during sleep, so carbon dioxide levels in the blood rise. It often occurs with severe obesity, lung disease, or nerve and muscle disorders.

  • Sleep study shows periods of shallow breathing with high carbon dioxide
  • Subtypes: idiopathic, congenital, or comorbid with another condition
  • Can cause morning headaches, fatigue, and sleepiness
Timing

Based on sleep study findings.

How common

Uncommon; seen mostly in people with severe obesity or lung or neuromuscular disease (DSM-5-TR (APA, 2022)).

Circadian rhythm sleep-wake disordersG47.21 (delayed sleep phase); G47.22 (advanced sleep phase); G47.23 (irregular sleep-wake); G47.24 (non-24-hour); G47.26 (shift work); G47.20 (unspecified type)

These disorders happen when a person's internal body clock does not match the sleep schedule their life requires. For example, a teen may not feel sleepy until 3 a.m. but must wake for school at 6 a.m. The mismatch causes insomnia, daytime sleepiness, or both.

  • Ongoing mismatch between body clock and required schedule
  • Causes insomnia, sleepiness, or both
  • Types: delayed phase, advanced phase, irregular, non-24-hour, shift work
  • Specifiers: episodic, persistent, or recurrent
Timing

Persistent is 3 months or more; episodic is 1 to 3 months.

How common

Delayed phase affects over 7% of adolescents; non-24-hour type affects over half of totally blind people; shift work type affects an estimated 5% to 10% of night workers (DSM-5-TR (APA, 2022)).

Non-rapid eye movement (NREM) sleep arousal disordersF51.3 (sleepwalking type); F51.4 (sleep terror type)

These disorders involve partial waking from deep sleep, usually in the first third of the night. The person may walk around (sleepwalking) or wake suddenly screaming in fear (sleep terrors). They are hard to wake during the episode and usually remember little or nothing.

  • Repeated episodes of incomplete waking from deep sleep
  • Sleepwalking or sleep terror episodes
  • Little or no memory of the episode
  • Hard to comfort or wake during an episode
  • Causes distress, injury risk, or impairment
Timing

No set duration; episodes must be recurrent.

How common

Episodes are common in childhood (many children have at least one); sleepwalking in adults is about 1% to 7% (DSM-5-TR (APA, 2022)).

Nightmare disorderF51.5

Nightmare disorder means having repeated, very upsetting dreams that the person remembers clearly. The dreams usually involve threats to safety or survival. The person becomes alert quickly after waking, and the nightmares cause distress or daytime problems.

  • Repeated long, frightening dreams that are well remembered
  • Quickly alert and oriented after waking
  • Causes distress or impairment
  • Specifiers for duration (acute, subacute, persistent) and severity
Timing

No required duration; persistent means 6 months or more.

How common

About 6% of adults have nightmares monthly and 1% to 2% have them often (DSM-5-TR (APA, 2022)).

Note Common after trauma. Imagery rehearsal therapy is an evidence-based treatment.

Rapid eye movement (REM) sleep behavior disorderG47.52

In REM sleep behavior disorder, the body does not stay still during dreaming as it normally does. People act out their dreams by talking, shouting, punching, or kicking. It can cause injury and may be an early sign of Parkinson's disease or Lewy body disease.

  • Repeated vocal or physical acting out of dreams during REM sleep
  • Person is alert and oriented on waking
  • Sleep study shows REM sleep without normal muscle relaxation
  • Risk of injury to self or bed partner
Timing

No set duration.

How common

About 0.5% to 1% of the general population; much higher in Parkinson's disease (DSM-5-TR (APA, 2022)).

Restless legs syndromeG25.81

Restless legs syndrome is a strong urge to move the legs, usually with uncomfortable feelings in them. The urge gets worse when resting and in the evening or at night, and moving the legs brings relief. It often disrupts sleep.

  • Urge to move the legs with unpleasant sensations
  • Worse at rest and in the evening or night
  • Relieved by moving
  • Causes distress, sleep loss, or impairment
  • Linked to low iron, pregnancy, and kidney disease
Timing

At least 3 times a week for at least 3 months.

How common

About 2% to 7% of adults, depending on how strictly it is defined (DSM-5-TR (APA, 2022)).

Substance/medication-induced sleep disorderCoded by substance (for example, F10.182 alcohol with mild use disorder; F10.282 moderate or severe; F10.982 without use disorder)

This diagnosis is used when a serious sleep problem is caused by using, or stopping, a substance or medication. Examples include insomnia during alcohol withdrawal or sleepiness from sedatives.

  • Prominent sleep disturbance
  • Starts during or soon after intoxication, withdrawal, or medication exposure
  • Types: insomnia, daytime sleepiness, parasomnia, or mixed
  • Not better explained by an independent sleep disorder
Timing

Linked in time to use or withdrawal.

How common

Varies by substance.

Other specified and unspecified insomnia, hypersomnolence, and sleep-wake disordersG47.09 / G47.00 (insomnia); G47.19 / G47.10 (hypersomnolence); G47.8 / G47.9 (sleep-wake)

These labels cover sleep problems that cause distress but do not fully match a specific sleep diagnosis. With the other specified label, the clinician writes down the reason, such as brief insomnia.

  • Clinically significant sleep symptoms
  • Full criteria for a specific disorder not met
  • Reason is stated (other specified) or not stated (unspecified)
Timing

No set duration.

How common

Not well studied.

Note The APA's September 2025 update changed the example wording from short-term insomnia disorder to short-term insomnia.

13

Sexual Dysfunctions

9 diagnoses

Sexual dysfunctions are ongoing problems with sexual response or pleasure that cause the person real distress. Most require symptoms on almost all occasions (about 75% to 100%) for about 6 months. Clinicians must first consider relationship problems, stress, medical illness, and medications, and they note whether the problem is lifelong or acquired and generalized or situational.

Delayed ejaculationF52.32

Delayed ejaculation means a marked delay in, or absence of, ejaculation during partnered sexual activity, even when the person wants to ejaculate. It causes significant distress.

  • Marked delay or absence of ejaculation
  • Present on almost all occasions of partnered sex
  • Specifiers: lifelong or acquired; generalized or situational; severity
  • Not better explained by a medical condition, medication, or relationship distress
Timing

About 6 months, on about 75% to 100% of occasions.

How common

Less than 1% of men report problems reaching ejaculation lasting 6 months or more (DSM-5-TR (APA, 2022)).

Erectile disorderF52.21

Erectile disorder means repeated difficulty getting or keeping an erection during sexual activity, or a noticeable drop in firmness. It causes the person distress.

  • Trouble getting or keeping an erection, or reduced rigidity
  • Present on almost all occasions
  • Specifiers: lifelong or acquired; generalized or situational; severity
  • Rises with age and with heart disease and diabetes
Timing

About 6 months, on about 75% to 100% of occasions.

How common

Rises with age; about 13% to 21% of men ages 40 to 80 report occasional problems, but only about 2% of men younger than 40 to 50 (DSM-5-TR (APA, 2022)).

Female orgasmic disorderF52.31

Female orgasmic disorder means a marked delay in, much lower frequency of, or absence of orgasm, or much weaker orgasms, during sexual activity. It causes the person distress.

  • Delayed, rare, absent, or much less intense orgasms
  • Present on almost all occasions
  • Specifiers: lifelong or acquired; generalized or situational; severity; whether she has ever had an orgasm
Timing

About 6 months, on about 75% to 100% of occasions.

How common

Reported orgasm problems range from about 10% to 42% of women, but fewer meet full criteria with distress (DSM-5-TR (APA, 2022)).

Female sexual interest/arousal disorderF52.22

This disorder means a lasting lack of, or big drop in, sexual interest or arousal. It may show up as few sexual thoughts, not starting sex, or little pleasure or physical response during sex. It causes the person distress.

  • Reduced sexual interest, thoughts, or fantasies
  • Less starting of or responding to sexual activity
  • Reduced excitement, pleasure, or physical arousal
  • Diagnosis needs at least 3 such changes
Timing

At least about 6 months.

How common

Prevalence is not well established because definitions vary widely (DSM-5-TR (APA, 2022)).

Genito-pelvic pain/penetration disorderF52.6

This disorder involves ongoing difficulty with vaginal penetration during intercourse. It can include pain, fear of pain, or tightening of the pelvic floor muscles when penetration is attempted.

  • Difficulty with vaginal penetration
  • Pain in the vulva, vagina, or pelvis during penetration attempts
  • Fear or anxiety about pain
  • Tensing of pelvic floor muscles
Timing

At least about 6 months.

How common

About 15% of women in North America report recurring pain during intercourse (DSM-5-TR (APA, 2022)).

Male hypoactive sexual desire disorderF52.0

This disorder means a lasting lack of, or very low, sexual thoughts and desire for sexual activity. The clinician judges this against the person's age and life situation. It causes the person distress.

  • Persistently low or absent sexual thoughts, fantasies, and desire
  • Judged in light of age and context
  • Specifiers: lifelong or acquired; generalized or situational; severity
Timing

At least about 6 months.

How common

Problems with desire rise with age, but only about 1.8% of men ages 16 to 44 report low desire lasting 6 months or more (DSM-5-TR (APA, 2022)).

Premature (early) ejaculationF52.4

Premature ejaculation means ejaculating very soon after penetration, usually within about 1 minute, and before the person wishes. It happens on most occasions and causes distress.

  • Ejaculation within about 1 minute of penetration
  • Happens before the person wants it to
  • Present on almost all occasions
  • Severity based on timing (mild, moderate, severe)
Timing

At least 6 months, on about 75% to 100% of occasions.

How common

20% to 30% of men report concern about ejaculating quickly, but only 1% to 3% meet the 1-minute definition (DSM-5-TR (APA, 2022)).

Substance/medication-induced sexual dysfunctionCoded by substance (for example, F10.181 alcohol with mild use disorder; F10.281 moderate or severe; F10.981 without use disorder)

This diagnosis is used when a sexual problem is caused by a substance or a medication. Antidepressants, blood pressure medications, and alcohol are common causes.

  • Clear sexual dysfunction
  • Began during or soon after use, withdrawal, or medication start
  • Not better explained by an independent sexual dysfunction
Timing

Linked in time to use.

How common

Varies by medication; common with SSRI antidepressants.

Other specified and unspecified sexual dysfunctionF52.8 (other specified); F52.9 (unspecified)

These labels are used for distressing sexual problems that do not meet criteria for one of the specific disorders.

  • Clinically significant sexual symptoms
  • Full criteria not met
  • Reason stated (other specified) or not stated (unspecified)
Timing

No set duration.

How common

Not well studied.

14

Gender Dysphoria

3 diagnoses

Gender dysphoria describes the distress some people feel when their experienced gender does not match the gender they were assigned at birth. Being transgender or gender diverse is not itself a mental disorder. The diagnosis focuses on the distress or impairment, and DSM-5-TR updated its language to terms like experienced gender and gender-affirming treatment.

Gender dysphoria in childrenF64.2

This diagnosis applies to children who have a strong, lasting sense that they are a gender different from the one assigned at birth, along with significant distress or problems functioning. It is based on a pattern of behaviors and statements, not a single preference for certain toys or clothes.

  • Strong desire to be, or insistence that one is, another gender (required)
  • Preference for clothing, play, roles, or playmates typical of the experienced gender
  • Dislike of one's sexual anatomy
  • At least 6 of 8 indicators must be present
  • Specifier: with a difference of sex development
Timing

At least 6 months.

How common

Population estimates vary; the Williams Institute estimates about 1.4% of US youth ages 13 to 17 identify as transgender (Herman et al., 2022), though not all experience dysphoria.

Gender dysphoria in adolescents and adultsF64.0

This diagnosis applies to teens and adults who feel a clear mismatch between their experienced gender and their assigned gender, which causes distress or impairment. People may want to change their body or be treated as their experienced gender.

  • Marked mismatch between experienced gender and sex characteristics
  • Strong wish to be rid of or to have certain sex characteristics
  • Strong wish to be, and be treated as, another gender
  • At least 2 of 6 indicators must be present
  • Specifiers: with a difference of sex development; posttransition
Timing

At least 6 months.

How common

About 0.5% of US adults identify as transgender (Herman et al., Williams Institute, 2022); DSM-5-TR notes clinic-based estimates are lower and likely underestimates.

Other specified and unspecified gender dysphoriaF64.8 (other specified); F64.9 (unspecified)

These labels are used when gender-related distress is significant but does not meet the full criteria, for example if it has lasted less than 6 months.

  • Clinically significant gender-related distress
  • Full criteria not met
  • Reason stated or not stated
Timing

No set duration.

How common

Not well studied.

15

Disruptive, Impulse-Control, and Conduct Disorders

7 diagnoses

These disorders involve trouble controlling emotions or behavior in ways that clash with other people's rights or with major social rules. They range from angry and defiant behavior to aggression and rule-breaking. Many begin in childhood or adolescence.

Oppositional defiant disorderF91.3

Oppositional defiant disorder is a lasting pattern of angry or irritable mood, arguing and defiance, or spitefulness. The behavior goes beyond what is typical for the child's age and shows up with at least one person who is not a sibling.

  • Frequent loss of temper, touchiness, or resentment
  • Arguing with adults and refusing rules
  • Deliberately annoying others or blaming others
  • Spiteful behavior
  • Severity based on number of settings affected
Timing

At least 6 months, with at least 4 symptoms.

How common

About 3.3% on average across studies (DSM-5-TR (APA, 2022)).

Intermittent explosive disorderF63.81

Intermittent explosive disorder involves repeated outbursts of aggression that are far out of proportion to what set them off. The outbursts are impulsive or angry, not planned, and the person often feels regret afterward.

  • Sudden verbal or physical outbursts out of proportion to the trigger
  • Outbursts are not planned or for a goal
  • Causes distress, legal trouble, or damaged relationships
  • Person is at least 6 years old in developmental terms
Timing

Either frequent milder outbursts (about twice a week for 3 months) or 3 outbursts causing injury or damage within 12 months.

How common

About 2.7% of people in the US in a given year (DSM-5-TR (APA, 2022)).

Conduct disorderF91.1 (childhood-onset type); F91.2 (adolescent-onset type); F91.9 (unspecified onset)

Conduct disorder is a repeated pattern of behavior that violates other people's basic rights or major age-appropriate rules. It can include aggression toward people or animals, destroying property, lying or stealing, and serious rule-breaking like running away.

  • Aggression toward people or animals
  • Destruction of property
  • Deceitfulness or theft
  • Serious violations of rules
  • Specifier: with limited prosocial emotions (for example, lack of remorse or empathy)
Timing

At least 3 behaviors in the past 12 months, with at least 1 in the past 6 months. Childhood-onset means at least one symptom before age 10.

How common

About 2% to 10%, with a median of about 4% (DSM-5-TR (APA, 2022)).

Antisocial personality disorderF60.2

Antisocial personality disorder is listed in this chapter and in the Personality Disorders chapter. It is a long-term pattern of disregarding and violating the rights of others that starts in childhood or teen years as conduct disorder.

  • Pattern of disregard for others' rights
  • Person is at least 18
  • Signs of conduct disorder before age 15
Timing

Adulthood, with conduct problems starting before age 15.

How common

Described in the Personality Disorders chapter (DSM-5-TR (APA, 2022)).

Note See the separate Personality Disorders page for full coverage.

PyromaniaF63.1

Pyromania means setting fires on purpose more than once because of a fascination with fire and a sense of tension before and relief or pleasure after. It is not done for money, revenge, or a political cause.

  • Deliberate fire setting on more than one occasion
  • Tension or arousal before, pleasure or relief after
  • Strong interest in fire and related things
  • Not done for gain, anger, or because of another disorder
Timing

No set duration.

How common

Very rare as a primary diagnosis; most fire-setters do not meet criteria (DSM-5-TR (APA, 2022)).

KleptomaniaF63.2

Kleptomania means repeatedly failing to resist urges to steal things that the person does not need for personal use or for their money value. The person feels growing tension before the theft and relief or pleasure during it.

  • Repeated urges to steal unneeded items
  • Tension before and relief during the theft
  • Not done out of anger or revenge
  • Often causes guilt and shame afterward
Timing

No set duration.

How common

About 0.3% to 0.6% of the general population and 4% to 24% of people arrested for shoplifting (DSM-5-TR (APA, 2022)).

Other specified and unspecified disruptive, impulse-control, and conduct disorderF91.8 (other specified); F91.9 (unspecified)

These labels are used when disruptive or impulse-control symptoms cause significant problems but do not meet criteria for a specific disorder in this chapter.

  • Clinically significant behavior problems
  • Full criteria not met
  • Reason stated or not stated
Timing

No set duration.

How common

Not well studied.

16

Substance-Related and Addictive Disorders

12 diagnoses

This chapter covers ten classes of substances plus gambling disorder. For each substance there can be a use disorder, intoxication, withdrawal, and substance-induced mental disorders such as depression or psychosis. The ICD-10-CM code for intoxication and withdrawal changes depending on whether a use disorder is also present and how severe it is.

Substance use disorder (the general idea)Pattern: F1x.10 mild; F1x.20 moderate or severe; F1x.11 mild in remission; F1x.21 moderate or severe in remission (x = substance class)

A substance use disorder is a problematic pattern of using a substance that leads to real harm or distress. DSM-5-TR lists 11 possible signs, and at least 2 in the same 12-month period are needed. The signs fall into four groups: losing control over use, social problems, risky use, and body changes such as tolerance and withdrawal.

  • Impaired control: using more or longer than planned, failed attempts to cut down, lots of time spent, strong cravings
  • Social impairment: failing at work, school, or home; continued use despite relationship problems; giving up activities
  • Risky use: using in physically dangerous situations, or despite knowing it causes health or mental problems
  • Pharmacological signs: tolerance and withdrawal (not counted when a medication is taken as prescribed)
  • Severity: mild 2 to 3 signs, moderate 4 to 5, severe 6 or more
Timing

At least 2 signs within a 12-month period. Early remission is 3 to 12 months with no signs except craving; sustained remission is 12 months or more.

How common

About 48.5 million people in the US ages 12 and older (17.1%) had a past-year substance use disorder (SAMHSA NSDUH, 2023).

Note Specifiers also include in a controlled environment and, for opioids and tobacco, on maintenance therapy.

Alcohol-related disordersUse disorder: F10.10 mild; F10.20 moderate or severe. Intoxication: F10.120 / F10.220 / F10.920 (mild UD / moderate-severe UD / no UD). Withdrawal: F10.130 / F10.230 / F10.930 (F10.131 / F10.231 / F10.931 with delirium; F10.132 / F10.232 / F10.932 with perceptual disturbances)

Alcohol use disorder is a harmful pattern of drinking marked by loss of control, cravings, and continued use despite problems. Intoxication causes slurred speech, poor coordination, and poor judgment. Withdrawal after heavy use can cause shaking, sweating, anxiety, and in severe cases seizures or delirium, so it can be dangerous.

  • Use disorder uses the 11 general signs
  • Intoxication: slurred speech, unsteady walking, memory gaps, poor judgment
  • Withdrawal: tremor, sweating, fast pulse, nausea, insomnia, anxiety, possible seizures
  • Withdrawal can progress to delirium tremens, a medical emergency
Timing

Withdrawal starts within several hours to a few days after cutting down heavy, long-term drinking.

How common

About 28.9 million people ages 12 and older (10.2%) had past-year alcohol use disorder (SAMHSA NSDUH, 2023).

Caffeine-related disordersIntoxication: F15.920. Withdrawal: F15.93

DSM-5-TR includes caffeine intoxication and caffeine withdrawal. Caffeine use disorder is not an official diagnosis; it is listed only as a condition for further study. Intoxication usually follows a large dose, and withdrawal happens when a daily user suddenly stops.

  • Intoxication usually follows more than about 250 mg (about 2 to 3 cups of brewed coffee)
  • Intoxication: restlessness, nervousness, insomnia, flushed face, stomach upset, rapid heartbeat
  • Withdrawal: headache, marked fatigue, low mood, trouble concentrating, flu-like symptoms
  • No official caffeine use disorder diagnosis
Timing

Withdrawal begins within about 24 hours of stopping prolonged daily use.

How common

Most US adults use caffeine; withdrawal symptoms are common when regular users stop abruptly (DSM-5-TR (APA, 2022)).

Cannabis-related disordersUse disorder: F12.10 mild; F12.20 moderate or severe. Intoxication: F12.120 / F12.220 / F12.920 (F12.122 / F12.222 / F12.922 with perceptual disturbances). Withdrawal: F12.13 / F12.23 / F12.93

Cannabis use disorder is a problematic pattern of marijuana or other cannabis use that causes distress or impairment. Intoxication causes red eyes, increased appetite, dry mouth, and changes in mood and judgment. Withdrawal after heavy daily use causes irritability, sleep problems, and low appetite.

  • Use disorder uses the 11 general signs
  • Intoxication: red eyes, increased appetite, dry mouth, fast heart rate, slowed reaction time
  • Withdrawal: irritability, anxiety, trouble sleeping, strange dreams, reduced appetite, restlessness
  • Higher-potency products are linked with higher risk
Timing

Withdrawal starts within about 1 week of stopping heavy, prolonged use.

How common

About 19.2 million people ages 12 and older (6.8%) had past-year cannabis use disorder (SAMHSA NSDUH, 2023).

Hallucinogen-related disordersPhencyclidine use disorder: F16.10 / F16.20. Other hallucinogen use disorder: F16.10 / F16.20. Intoxication (either): F16.120 / F16.220 / F16.920. Hallucinogen persisting perception disorder: F16.183 / F16.283 / F16.983

This group covers phencyclidine (PCP) and other hallucinogens such as LSD, psilocybin, and MDMA. Intoxication changes perception, mood, and thinking and can cause panic or dangerous behavior. There is no official withdrawal diagnosis, but some people have lasting flashbacks called hallucinogen persisting perception disorder.

  • Use disorder uses most of the general signs (withdrawal is not a criterion)
  • PCP intoxication: agitation, aggression, numbness, jerky eye movements, loss of coordination
  • Other hallucinogen intoxication: intensified perceptions, illusions, dilated pupils, fast heart rate
  • Persisting perception disorder: re-experiencing visual changes after stopping use
Timing

Intoxication occurs during or shortly after use; persisting perception symptoms can occur long after.

How common

Other hallucinogen use disorder: about 0.5% of 12 to 17 year olds and 0.1% of adults in a given year (DSM-5-TR (APA, 2022)).

Inhalant-related disordersUse disorder: F18.10 mild; F18.20 moderate or severe. Intoxication: F18.120 / F18.220 / F18.920

Inhalant use disorder involves problematic use of chemical vapors from things like glue, paint thinner, gasoline, or aerosol sprays. Intoxication looks like being drunk and can cause sudden death from heart rhythm problems. DSM-5-TR does not include an inhalant withdrawal diagnosis.

  • Use disorder uses the general signs except withdrawal
  • Intoxication: dizziness, slurred speech, unsteady walking, lethargy, euphoria
  • Risk of sudden death, brain damage, and organ damage
  • Most common in younger adolescents
Timing

Intoxication occurs during or shortly after inhaling.

How common

About 0.4% of 12 to 17 year olds in a given year; much lower in adults (DSM-5-TR (APA, 2022)).

Opioid-related disordersUse disorder: F11.10 mild; F11.20 moderate or severe. Intoxication: F11.120 / F11.220 / F11.920 (F11.122 / F11.222 / F11.922 with perceptual disturbances). Withdrawal: F11.13 / F11.23 / F11.93

Opioid use disorder is a problematic pattern of using heroin, fentanyl, or prescription pain relievers. Intoxication causes drowsiness, pinpoint pupils, and slowed breathing, which can lead to fatal overdose. Withdrawal is very uncomfortable, with flu-like symptoms, but is rarely life-threatening in itself.

  • Use disorder uses the 11 general signs
  • Specifiers include on maintenance therapy (for example, methadone or buprenorphine)
  • Intoxication: drowsiness, pinpoint pupils, slurred speech, slowed breathing
  • Withdrawal: low mood, nausea, muscle aches, runny nose, dilated pupils, diarrhea, yawning, insomnia
Timing

Withdrawal starts within minutes to several days, depending on the opioid.

How common

About 5.7 million people ages 12 and older (about 2%) had past-year opioid use disorder (SAMHSA NSDUH, 2023).

Note Medications for opioid use disorder (methadone, buprenorphine, naltrexone) reduce overdose deaths.

Sedative-, hypnotic-, or anxiolytic-related disordersUse disorder: F13.10 mild; F13.20 moderate or severe. Intoxication: F13.120 / F13.220 / F13.920. Withdrawal: F13.130 / F13.230 / F13.930 (with delirium F13.131 / F13.231 / F13.931; with perceptual disturbances F13.132 / F13.232 / F13.932)

This group covers benzodiazepines, sleep medications, and barbiturates. A use disorder is a problematic pattern of use beyond medical need. Intoxication looks like alcohol intoxication, and withdrawal can be dangerous and cause seizures.

  • Use disorder uses the 11 general signs, but tolerance and withdrawal alone do not count when taken as prescribed
  • Intoxication: slurred speech, poor coordination, memory and attention problems, stupor
  • Withdrawal: sweating, tremor, insomnia, anxiety, nausea, possible seizures
  • Mixing with opioids or alcohol raises overdose risk
Timing

Withdrawal starts within several hours to a few days after reducing prolonged use.

How common

About 0.3% of 12 to 17 year olds and 0.2% of adults in a given year (DSM-5-TR (APA, 2022)).

Stimulant-related disordersAmphetamine-type or other stimulant use disorder: F15.10 / F15.20. Cocaine use disorder: F14.10 / F14.20. Intoxication: F15.120 / F15.220 / F15.920 (amphetamine-type); F14.120 / F14.220 / F14.920 (cocaine). Withdrawal: F15.13 / F15.23 / F15.93; F14.13 / F14.23 / F14.93

This group covers methamphetamine, cocaine, and prescription stimulants. The clinician specifies which stimulant is involved. Intoxication causes energy, alertness, and a racing heart, while withdrawal often brings a crash of tiredness, low mood, and increased appetite.

  • Use disorder uses the 11 general signs
  • Intoxication: euphoria or anxiety, fast heart rate, dilated pupils, high blood pressure, agitation
  • Withdrawal: fatigue, vivid unpleasant dreams, sleep changes, increased appetite, low mood
  • Can cause heart attack, stroke, and stimulant-induced psychosis
Timing

Withdrawal starts within a few hours to several days after stopping prolonged use.

How common

Stimulant use disorders affect fewer than 1% of Americans ages 12 and older each year; about 0.2% to 0.3% for each type (DSM-5-TR (APA, 2022)).

Tobacco-related disordersUse disorder: Z72.0 mild; F17.200 moderate or severe; F17.201 moderate or severe in remission. Withdrawal: F17.203

Tobacco use disorder is a problematic pattern of using cigarettes, vapes, or other nicotine products. People often want to quit but find it hard. DSM-5-TR includes tobacco withdrawal but not tobacco intoxication.

  • Use disorder uses the 11 general signs
  • Common signs include cravings and using more than intended
  • Withdrawal: irritability, anxiety, trouble concentrating, increased appetite, restlessness, low mood, insomnia
  • Specifiers include on maintenance therapy (such as nicotine replacement) and in a controlled environment
Timing

Withdrawal starts within about 24 hours of stopping or cutting down daily use.

How common

About 13% of US adults had tobacco use disorder in a given year (DSM-5-TR (APA, 2022)).

Note Mild tobacco use disorder is coded Z72.0 (tobacco use) because ICD-10-CM has no mild nicotine dependence code.

Other (or unknown) substance-related disordersUse disorder: F19.10 mild; F19.20 moderate or severe. Intoxication: F19.120 / F19.220 / F19.920. Withdrawal: F19.130 / F19.230 / F19.930

This category covers substances not in the other classes, such as anabolic steroids, kava, nitrous oxide, or unknown pills. The same signs of a use disorder, intoxication, and withdrawal apply.

  • Use disorder uses the 11 general signs
  • Used when the substance is known but not in another class, or is unknown
  • Intoxication and withdrawal symptoms depend on the substance
Timing

Based on 12-month pattern; intoxication and withdrawal linked in time to use.

How common

Unknown; varies by substance (DSM-5-TR (APA, 2022)).

Gambling disorderF63.0

Gambling disorder is the only non-substance addiction in DSM-5-TR. It is a lasting pattern of problem gambling that causes serious distress or harm to finances, relationships, or work. People often chase losses and lie to hide how much they gamble.

  • Needing to gamble with larger amounts to get the same excitement
  • Restless or irritable when trying to cut down
  • Chasing losses and relying on others for money
  • Lying about gambling or risking jobs and relationships
  • Needs 4 of 9 signs; severity mild 4 to 5, moderate 6 to 7, severe 8 to 9
Timing

At least 4 signs within a 12-month period.

How common

About 0.2% to 0.3% of US adults in a given year (DSM-5-TR (APA, 2022)).

17

Neurocognitive Disorders

16 diagnoses

Neurocognitive disorders (NCDs) involve a real decline in thinking abilities such as memory, attention, language, or planning, compared with a person's earlier level. They include delirium, major NCD (what is often called dementia), and mild NCD. The clinician then names the likely cause, such as Alzheimer's disease or a brain injury.

DeliriumF05 (due to another medical condition, multiple etiologies, other specified, or unspecified). Substance intoxication delirium, withdrawal delirium, and medication-induced delirium are coded by substance (for example, F10.121 / F10.221 / F10.921 alcohol intoxication delirium; F10.131 / F10.231 / F10.931 alcohol withdrawal delirium)

Delirium is a sudden change in attention and awareness, often with confusion that comes and goes during the day. It is caused by a medical problem, a substance, withdrawal, or a medication. It is a medical emergency, especially in older adults.

  • Trouble focusing and shifting attention
  • Reduced awareness of surroundings
  • Develops quickly and fluctuates during the day
  • Other thinking changes such as memory, language, or perception
  • Specifiers: acute or persistent; hyperactive, hypoactive, or mixed
Timing

Develops over hours to a few days. Acute lasts hours to days; persistent lasts weeks to months.

How common

About 1% to 2% in the community; 10% to 30% of older adults in emergency departments and higher in hospital and ICU settings (DSM-5-TR (APA, 2022)).

Note Since October 2022, other specified and unspecified delirium use F05 instead of R41.0 (APA, 2022 coding update).

Major neurocognitive disorderProbable medical etiology: etiology code + F02.xx. Possible etiology: F03.xx (no etiology code). Vascular: F01.xx. Substance-induced: coded by substance. Severity digits added October 2022. Unspecified NCD: R41.9

Major neurocognitive disorder is a significant decline in one or more thinking areas that makes a person need help with everyday tasks like paying bills or managing medicines. It is the DSM term for what most people call dementia.

  • Significant decline from a prior level in one or more cognitive areas
  • Decline shown by concern from someone and by testing
  • Interferes with independence in daily activities
  • Not only during delirium
  • Specifiers: severity (mild, moderate, severe) and behavioral disturbance (agitation, psychotic disturbance, mood symptoms, anxiety, or other disturbance such as apathy, sleep problems, or wandering)
Timing

Gradual in most causes; sudden after stroke or injury.

How common

About 1% to 2% at age 65 and as high as 30% by age 85 (DSM-5-TR (APA, 2022)).

Note Before October 2022, major NCD used F02.80 / F02.81 without severity. The new F02.A-, F02.B-, F02.C- (and F01, F03) codes capture severity and behavior. For example, F02.A0 is mild with no behavioral disturbance, F02.A11 is mild with agitation, and F02.A18 is mild with other behavioral disturbance.

Mild neurocognitive disorderProbable medical etiology: etiology code + F06.70 (without behavioral disturbance) or F06.71 (with behavioral disturbance). Possible etiology: G31.84. Substance-induced: coded by substance

Mild neurocognitive disorder is a modest decline in thinking abilities that a person or others notice and that testing confirms, but the person can still live independently. They may need more effort or tricks, like lists, to manage.

  • Modest decline from a prior level in one or more cognitive areas
  • Independence in daily activities is kept, though with more effort
  • Not only during delirium
  • Not better explained by another mental disorder
Timing

Usually gradual.

How common

About 2% to 10% at age 65 and 5% to 25% by age 85 (DSM-5-TR (APA, 2022)).

Note Before October 2022, mild NCD was coded G31.84 for all etiologies; now F06.70 / F06.71 are used for probable medical causes.

NCD due to Alzheimer's diseaseMajor, probable: G30.9 + F02.xx. Major, possible: F03.xx. Mild, probable: G30.9 + F06.70 / F06.71. Mild, possible: G31.84

This is the most common cause of major NCD. It usually begins with trouble learning and remembering new information, then slowly affects language, planning, and other skills. Probable means genetic or clear clinical evidence supports it; possible means evidence is less certain.

  • Slow, gradual onset and steady decline
  • Memory and learning are usually affected first
  • Probable versus possible depends on genetic testing, family history, and clinical course
  • The APA's 2024 update allows mixed causes to be recorded
Timing

Gradual; typically over years.

How common

About 7.2 million Americans ages 65 and older live with Alzheimer's dementia (Alzheimer's Association, 2025).

Frontotemporal NCDMajor, probable: G31.09 + F02.xx. Major, possible: F03.xx. Mild, probable: G31.09 + F06.70 / F06.71. Mild, possible: G31.84

Frontotemporal NCD comes from damage to the front and side areas of the brain. It often changes personality and behavior, such as loss of manners or empathy, or affects language. Memory may be fairly well preserved early on.

  • Behavioral variant: disinhibition, apathy, loss of empathy, compulsive behavior, food changes
  • Language variant: trouble speaking, naming, or understanding words
  • Often starts before age 65
  • Relative sparing of memory and visual skills early
Timing

Gradual onset and progression.

How common

About 2 to 10 per 100,000 among ages 45 to 64; a leading cause of early-onset NCD (DSM-5-TR (APA, 2022)).

NCD with Lewy bodiesMajor, probable: G31.83 + F02.xx. Major, possible: F03.xx. Mild, probable: G31.83 + F06.70 / F06.71. Mild, possible: G31.84

This type of NCD is caused by abnormal protein deposits called Lewy bodies. Thinking and alertness can go up and down from day to day. People often see detailed visual hallucinations and develop Parkinson-like movement symptoms.

  • Fluctuating attention and alertness
  • Repeated, detailed visual hallucinations
  • Parkinson-like stiffness and slowness that begin after thinking problems
  • Often has REM sleep behavior disorder
  • Very sensitive to antipsychotic medications
Timing

Gradual onset and progression.

How common

About 1.7% to 30.5% of all dementia cases in different studies (DSM-5-TR (APA, 2022)).

Vascular NCDMajor, probable: F01.[A/B/C]x (for example, F01.A0). Major, possible: F03.xx. Mild, probable: I67.9 + F06.70 / F06.71. Mild, possible: G31.84

Vascular NCD is caused by reduced blood flow to the brain from strokes or small blood vessel disease. Symptoms may appear suddenly after a stroke or build up in steps. Slowed thinking and trouble with planning are common.

  • Decline linked in time to strokes or evidence of blood vessel disease
  • Complex attention and planning are often most affected
  • May worsen in steps
  • Brain imaging shows vascular damage
  • For mild NCD probably due to vascular disease, the code I67.9 is listed first
Timing

Sudden after a stroke, or stepwise over time.

How common

Second most common cause of NCD after Alzheimer's disease (DSM-5-TR (APA, 2022)).

NCD due to traumatic brain injuryMajor: S06.2XAS + F02.xx. Mild: S06.2XAS + F06.70 / F06.71

This NCD results from a head injury, such as a fall, car crash, or blast, that caused loss of consciousness, memory loss, confusion, or other signs of brain injury. The thinking problems appear right after the injury, or once the person regains consciousness, and last past the acute recovery period.

  • Evidence of a brain injury with loss of consciousness, amnesia, confusion, or neurological signs
  • Cognitive problems begin right after the injury
  • Symptoms last beyond the early recovery period
  • Can include headaches, irritability, and mood changes
Timing

Starts at the time of injury.

How common

Millions of traumatic brain injuries occur in the US each year, most of them mild (CDC; DSM-5-TR (APA, 2022)).

Substance/medication-induced NCDCoded by substance and severity (for example, alcohol major NCD, nonamnestic-confabulatory type F10.27 / F10.97; amnestic-confabulatory type F10.26 / F10.96; alcohol mild NCD F10.188 / F10.288 / F10.988)

This NCD is caused by long-term use of a substance such as alcohol, sedatives, or inhalants, or by a medication. The thinking problems last beyond the usual time of intoxication and withdrawal.

  • Cognitive decline linked to substance or medication exposure
  • Lasts beyond intoxication and acute withdrawal
  • Alcohol can cause an amnestic-confabulatory type (Korsakoff syndrome)
  • Some improvement may occur after long abstinence
Timing

Persists after the substance is stopped.

How common

Varies by substance.

NCD due to HIV infectionMajor: B20 + F02.xx. Mild: B20 + F06.70 / F06.71

This NCD is caused by HIV affecting the brain. It often causes slowed thinking, trouble with attention, and slowed movement.

  • Documented HIV infection
  • Cognitive decline not better explained by other brain conditions
  • Often slowed thinking and processing
  • Effective HIV treatment has made major NCD much less common
Timing

Variable course.

How common

Mild NCD is fairly common in people with HIV; major NCD is uncommon with effective treatment (DSM-5-TR (APA, 2022)).

NCD due to prion diseaseMajor: A81.9 + F02.xx. Mild: A81.9 + F06.70 / F06.71

Prion diseases, such as Creutzfeldt-Jakob disease, are caused by abnormal proteins that damage the brain. They progress very quickly and are fatal.

  • Sudden onset and very rapid decline
  • Muscle jerks (myoclonus) and loss of coordination
  • Biomarker or brain imaging evidence
  • Fatal, usually within about a year
Timing

Rapid; over weeks to months.

How common

About 1 to 2 cases per million people per year worldwide (CDC).

NCD due to Parkinson's diseaseMajor, probable: G20.C + F02.xx. Major, possible: F03.xx. Mild, probable: G20.C + F06.70 / F06.71. Mild, possible: G31.84

This NCD develops in people with established Parkinson's disease. Thinking problems come on gradually after the movement symptoms are already present.

  • Diagnosed Parkinson's disease
  • Cognitive decline starts gradually after movement symptoms
  • Slowed thinking and problems with planning are common
  • Not due to another condition
Timing

Gradual, typically years after Parkinson's begins.

How common

Up to about 75% of people with Parkinson's disease eventually develop major NCD (DSM-5-TR (APA, 2022)).

Note Parkinson's disease code changed from G20 to G20.C on October 1, 2023 (APA coding update).

NCD due to Huntington's diseaseMajor: G10 + F02.xx. Mild: G10 + F06.70 / F06.71

Huntington's disease is an inherited brain disease that causes uncontrolled movements, mood changes, and thinking decline. Problems with planning and processing speed often appear early.

  • Genetic diagnosis or clear family history
  • Gradual decline in thinking
  • Involuntary jerky movements (chorea)
  • Mood changes, irritability, apathy
Timing

Gradual; often begins in the 30s or 40s.

How common

About 2.7 per 100,000 worldwide (DSM-5-TR (APA, 2022)).

NCD due to another medical conditionMajor: code for the medical condition + F02.xx (for example, multiple sclerosis now G35.D). Mild: medical condition code + F06.70 / F06.71

This NCD is caused by a medical condition not listed above, such as a brain tumor, multiple sclerosis, low thyroid, or vitamin B12 deficiency. The condition has to be shown to explain the thinking decline.

  • Evidence of a medical condition that can affect the brain
  • Cognitive decline best explained by that condition
  • Some causes, like thyroid or B12 problems, may be partly reversible
Timing

Depends on the condition.

How common

Varies by condition.

Note The APA's September 2025 update changed the multiple sclerosis code from G35 to G35.D.

NCD due to multiple etiologiesMajor: codes for each medical cause + F02.xx (and F01.xx if vascular). Mild: codes for each cause + F06.70 / F06.71

This diagnosis is used when more than one cause is contributing, such as Alzheimer's disease plus vascular disease. It is common in older adults.

  • Evidence that two or more causes are involved
  • Each cause is recorded
  • Common in very old adults
Timing

Depends on the causes.

How common

Common; mixed causes are frequent in older adults (DSM-5-TR (APA, 2022)).

Unspecified neurocognitive disorderR41.9

This label is used when a person has clear thinking decline but the type or cause cannot be determined.

  • Cognitive symptoms cause distress or impairment
  • Cause or type cannot be determined
Timing

No set duration.

How common

Not well studied.

18

Personality Disorders

10 diagnoses

Personality disorders are long-lasting patterns of thinking, feeling, and relating to others that differ markedly from cultural expectations and cause distress or problems. They usually become clear by adolescence or early adulthood. DSM-5-TR groups the 10 disorders into Clusters A (odd), B (dramatic), and C (anxious); the chapter also includes personality change due to another medical condition (F07.0) and other specified (F60.89) and unspecified (F60.9) personality disorder.

Open the full Personality Disorders section ↗

Paranoid personality disorderF60.0

A lasting pattern of distrust and suspicion, where others' motives are read as harmful.

  • Cluster A
Timing

Begins by early adulthood.

How common

See the Personality Disorders page.

Schizoid personality disorderF60.1

A lasting pattern of detachment from relationships and a limited range of emotional expression.

  • Cluster A
Timing

Begins by early adulthood.

How common

See the Personality Disorders page.

Schizotypal personality disorderF21

A lasting pattern of discomfort in close relationships, odd beliefs or perceptions, and eccentric behavior.

  • Cluster A
  • Also listed in the schizophrenia spectrum chapter
Timing

Begins by early adulthood.

How common

See the Personality Disorders page.

Antisocial personality disorderF60.2

A lasting pattern of disregarding and violating the rights of others, starting with conduct problems before age 15.

  • Cluster B
  • Also listed in the disruptive and conduct chapter
  • Must be at least 18
Timing

Diagnosed at age 18 or older.

How common

See the Personality Disorders page.

Borderline personality disorderF60.3

A lasting pattern of unstable relationships, self-image, and emotions, with marked impulsivity.

  • Cluster B
Timing

Begins by early adulthood.

How common

See the Personality Disorders page.

Histrionic personality disorderF60.4

A lasting pattern of strong emotionality and attention-seeking.

  • Cluster B
Timing

Begins by early adulthood.

How common

See the Personality Disorders page.

Narcissistic personality disorderF60.81

A lasting pattern of grandiosity, need for admiration, and lack of empathy.

  • Cluster B
Timing

Begins by early adulthood.

How common

See the Personality Disorders page.

Avoidant personality disorderF60.6

A lasting pattern of social inhibition, feeling inadequate, and being very sensitive to criticism.

  • Cluster C
Timing

Begins by early adulthood.

How common

See the Personality Disorders page.

Dependent personality disorderF60.7

A lasting pattern of needing to be taken care of, leading to clinging behavior and fear of separation.

  • Cluster C
Timing

Begins by early adulthood.

How common

See the Personality Disorders page.

Obsessive-compulsive personality disorderF60.5

A lasting pattern of preoccupation with order, perfection, and control at the cost of flexibility.

  • Cluster C
  • Different from obsessive-compulsive disorder
Timing

Begins by early adulthood.

How common

See the Personality Disorders page.

19

Paraphilic Disorders

9 diagnoses

Paraphilic disorders involve intense, lasting sexual interests in unusual targets or activities that cause the person distress or impairment, or that involve people who cannot or did not consent. DSM-5-TR separates having an unusual interest (a paraphilia) from having a disorder. Most require at least 6 months of symptoms, and many have specifiers for being in a controlled environment or in full remission.

Voyeuristic disorderF65.3

This disorder involves recurring sexual arousal from watching people who do not know they are being observed in private situations. It is diagnosed when the person has acted on these urges with someone who did not consent, or when the urges cause distress or impairment.

  • Arousal centered on observing unaware people
  • Acted on with a nonconsenting person, or causes distress
  • Person must be at least 18
Timing

At least 6 months.

How common

Highest possible lifetime estimates are about 12% of males and 4% of females; the disorder itself is less common (DSM-5-TR (APA, 2022)).

Exhibitionistic disorderF65.2

This disorder involves recurring sexual arousal from exposing one's genitals to an unsuspecting person. It is diagnosed when the person has acted on this with a nonconsenting person or it causes distress or impairment.

  • Arousal centered on exposing oneself to unsuspecting people
  • Acted on with a nonconsenting person, or causes distress
  • Specifiers for the age or physical maturity of the people exposed to
Timing

At least 6 months.

How common

Estimated at about 2% to 4% of males (DSM-5-TR (APA, 2022)).

Frotteuristic disorderF65.81

This disorder involves recurring sexual arousal from touching or rubbing against a person who has not consented, often in crowded places. It is diagnosed when it has been acted on or it causes distress or impairment.

  • Arousal centered on nonconsensual touching
  • Acted on with a nonconsenting person, or causes distress
Timing

At least 6 months.

How common

Unknown; DSM-5-TR notes acts may be reported by a notable share of adult males (DSM-5-TR (APA, 2022)).

Sexual masochism disorderF65.51

This disorder involves recurring sexual arousal from being humiliated, bound, or made to suffer, which causes the person significant distress or impairment. Consensual activity without distress is not a disorder.

  • Arousal centered on being humiliated or made to suffer
  • Causes distress or impairment
  • Specifier: with asphyxiophilia (a high-risk practice)
Timing

At least 6 months.

How common

Unknown; about 2.2% of males and 1.3% of females in one Australian survey reported related activity (DSM-5-TR (APA, 2022)).

Sexual sadism disorderF65.52

This disorder involves recurring sexual arousal from the physical or psychological suffering of another person. It is diagnosed when acted on with a nonconsenting person or when it causes distress or impairment.

  • Arousal centered on another person's suffering
  • Acted on with a nonconsenting person, or causes distress
Timing

At least 6 months.

How common

Unknown; estimates vary widely depending on how cases are defined (DSM-5-TR (APA, 2022)).

Pedophilic disorderF65.4

This disorder involves recurring sexual interest in prepubescent children (generally 13 or younger). It is diagnosed when the person has acted on it, or when it causes marked distress or relationship problems. Acting on it is child sexual abuse and a serious crime.

  • Sexual interest focused on prepubescent children
  • Acted on, or causes marked distress or difficulty
  • Person is at least 16 and at least 5 years older than the child
  • Specifiers: exclusive or nonexclusive type; sex of children; limited to incest
Timing

At least 6 months.

How common

Highest possible estimate is about 3% to 5% of males; much lower in females (DSM-5-TR (APA, 2022)).

Fetishistic disorderF65.0

This disorder involves recurring sexual arousal focused on nonliving objects or on a nongenital body part, which causes significant distress or impairment.

  • Arousal focused on objects or specific nongenital body parts
  • Causes distress or impairment
  • Not limited to clothing used in cross-dressing or devices made for genital stimulation
Timing

At least 6 months.

How common

Unknown (DSM-5-TR (APA, 2022)).

Transvestic disorderF65.1

This disorder involves recurring sexual arousal from cross-dressing that causes significant distress or impairment. Cross-dressing by itself, and gender identity, are not disorders.

  • Arousal linked to cross-dressing
  • Causes distress or impairment
  • Specifiers: with fetishism; with autogynephilia
Timing

At least 6 months.

How common

Unknown; fewer than 3% of males report ever being aroused by cross-dressing (DSM-5-TR (APA, 2022)).

Other specified and unspecified paraphilic disorderF65.89 (other specified); F65.9 (unspecified)

These labels are used for other unusual sexual interests that cause distress, impairment, or harm to others but do not match one of the named disorders.

  • Clinically significant paraphilic symptoms
  • Full criteria for a named disorder not met
  • Reason stated or not stated
Timing

No set duration.

How common

Unknown.

Note A paraphilia (an unusual sexual interest) is not itself a disorder. It becomes a paraphilic disorder only when it causes the person distress or impairment, or when acting on it has harmed or risked harming others, including anyone who did not consent.

20

Other Mental Disorders and Additional Codes

5 diagnoses

This chapter holds catch-all diagnoses for mental symptoms that cause real distress or impairment but do not fit any other chapter. DSM-5-TR renamed the chapter and added a code for when a person is evaluated and no mental disorder or condition is found.

Other specified mental disorder due to another medical conditionF06.8

This label is used when a medical condition directly causes mental symptoms that do not fit a specific disorder. An example is dissociative symptoms caused by complex partial seizures.

  • Mental symptoms directly caused by a medical condition
  • Does not fit a specific disorder
  • Clinician states the reason
Timing

No set duration.

How common

Not well studied.

Unspecified mental disorder due to another medical conditionF09

This label is used when a medical condition causes mental symptoms, but the clinician does not specify the type or reason.

  • Mental symptoms caused by a medical condition
  • Type or reason not stated
Timing

No set duration.

How common

Not well studied.

Other specified mental disorderF99

This label is used for mental symptoms that cause distress or impairment but do not fit any specific diagnosis in any chapter. The clinician writes down the reason.

  • Clinically significant mental symptoms
  • Does not fit any other DSM category
  • Reason stated
Timing

No set duration.

How common

Not well studied.

Unspecified mental disorderF99

This label is used when mental symptoms are clearly present and impairing, but there is not enough information to make a more specific diagnosis.

  • Clinically significant mental symptoms
  • Not enough information to be specific
  • Often used in emergency settings
Timing

No set duration.

How common

Not well studied.

No diagnosis or conditionZ03.89

This code is new in DSM-5-TR. It is used when a person is evaluated and no mental disorder or other condition is found.

  • Evaluation completed
  • No mental disorder found
  • No other condition that is a focus of attention found
Timing

Not applicable.

How common

Not applicable.

21

Medication-Induced Movement Disorders and Other Adverse Effects of Medication

11 diagnoses

This chapter lists side effects of medications, mostly antipsychotics, that affect movement or cause other problems. These are not mental disorders, but they are important in mental health care because they affect safety and whether people keep taking their medication.

Antipsychotic medication- and other dopamine receptor blocking agent-induced parkinsonismG21.11

This is a Parkinson-like set of symptoms caused by medications that block dopamine, such as antipsychotics or some anti-nausea drugs. It usually appears within a few weeks of starting or raising the dose.

  • Tremor, muscle stiffness, or slowed movement
  • Begins after starting or raising a dopamine-blocking medication
  • Often improves when the dose is lowered or the drug is changed
Timing

Usually within a few weeks of starting or increasing the dose.

How common

Common with older (first-generation) antipsychotics (DSM-5-TR (APA, 2022)).

Other medication-induced parkinsonismG21.19

This is parkinsonism caused by a medication other than a dopamine blocker, such as lithium or valproate.

  • Parkinson-like symptoms
  • Linked to a medication that is not a dopamine blocker
Timing

Linked in time to the medication.

How common

Less common (DSM-5-TR (APA, 2022)).

Neuroleptic malignant syndromeG21.0

Neuroleptic malignant syndrome is a rare but life-threatening reaction to dopamine-blocking medications. It causes very high fever, severe muscle stiffness, confusion, and unstable blood pressure and heart rate. It is a medical emergency.

  • High fever and severe muscle rigidity
  • Confusion or reduced consciousness
  • Unstable blood pressure, sweating, fast heart rate
  • Raised creatine kinase on blood tests
Timing

Usually within 72 hours of starting or raising the dose, but can occur at any time.

How common

About 0.01% to 0.02% of people treated with antipsychotics (DSM-5-TR (APA, 2022)).

Medication-induced acute dystoniaG24.02

Acute dystonia is sudden, involuntary muscle spasms, often in the neck, jaw, eyes, or tongue, caused by a dopamine-blocking medication. It can be frightening and painful but responds quickly to treatment.

  • Sudden muscle spasms or abnormal postures
  • Can affect neck, eyes (upward gaze), jaw, or tongue
  • More common in young males and with high-potency drugs
Timing

Within a few days of starting or raising the dose.

How common

Common with high-potency first-generation antipsychotics (DSM-5-TR (APA, 2022)).

Medication-induced acute akathisiaG25.71

Akathisia is an intense inner restlessness with an urge to keep moving, caused by a medication. People may pace, shift their weight, or be unable to sit still. It is distressing and can raise the risk of stopping treatment.

  • Subjective restlessness
  • Pacing, rocking, or constant leg movements
  • Linked to antipsychotics or sometimes antidepressants
Timing

Within a few weeks of starting or raising the dose.

How common

Common; estimates vary widely by medication (DSM-5-TR (APA, 2022)).

Tardive dyskinesiaG24.01

Tardive dyskinesia is involuntary, repetitive movements, most often of the mouth, tongue, face, or limbs, that develop after long-term use of dopamine-blocking medication. It can be long-lasting even after the medication is stopped.

  • Involuntary movements of the face, tongue, lips, or limbs
  • Develops after at least a few months of use (shorter in older adults)
  • May persist after stopping the medication
Timing

After at least a few months of exposure.

How common

Higher with first-generation antipsychotics; rates rise with age and duration of use (DSM-5-TR (APA, 2022)).

Tardive dystonia and tardive akathisiaG24.09 (tardive dystonia); G25.71 (tardive akathisia)

These are late-appearing forms of dystonia or akathisia that develop after long-term medication use and may last even after the medication is stopped.

  • Muscle spasms or restlessness that appear late in treatment
  • May persist after stopping
Timing

After prolonged exposure.

How common

Less common than tardive dyskinesia (DSM-5-TR (APA, 2022)).

Medication-induced postural tremorG25.1

This is a fine shaking of the hands or other body parts when holding a position, caused by medications such as lithium, valproate, or some antidepressants.

  • Fine tremor when holding a posture
  • Linked to a specific medication
  • Not better explained by another tremor disorder
Timing

Linked in time to the medication.

How common

Common with lithium (DSM-5-TR (APA, 2022)).

Other medication-induced movement disorderG25.79

This label covers medication-caused movement problems that do not fit the specific categories above.

  • Movement problem caused by a medication
  • Does not fit another listed type
Timing

Linked in time to the medication.

How common

Not well studied.

Antidepressant discontinuation syndromeT43.205A (initial encounter); T43.205D (subsequent); T43.205S (sequelae)

This is a set of symptoms that can occur when someone suddenly stops or sharply lowers an antidepressant after taking it for at least a month. Symptoms can include dizziness, flu-like feelings, sleep problems, and brief electric shock sensations.

  • Follows abrupt stop or large dose reduction
  • Dizziness, nausea, flu-like symptoms, insomnia, irritability
  • Brief electric shock sensations are common
  • Usually improves with restarting and slow tapering
Timing

Usually within 2 to 4 days after stopping, after at least 1 month of use.

How common

Common, especially with short half-life drugs like paroxetine (DSM-5-TR (APA, 2022)).

Other adverse effect of medicationT50.905A (initial encounter); T50.905D (subsequent); T50.905S (sequelae)

This label is used for other medication side effects that become a focus of care, such as serious weight gain, low blood pressure, or sexual side effects not covered elsewhere.

  • Side effect of a medication taken as prescribed
  • Becomes a focus of clinical attention
Timing

Linked in time to the medication.

How common

Varies by medication.

22

Other Conditions That May Be a Focus of Clinical Attention

11 diagnoses

This chapter lists situations and problems that are not mental disorders but can affect a person's care, such as family conflict, abuse, poverty, or housing problems. Most use ICD-10-CM Z codes, and some use T codes. DSM-5-TR added new codes for suicidal behavior and nonsuicidal self-injury so clinicians can record them even when no other disorder is present.

Suicidal behaviorCurrent: T14.91XA (initial encounter); T14.91XD (subsequent encounter). History: Z91.51

These codes, new in DSM-5-TR, record that a person has engaged in a potentially self-harming act with at least some intent to die. They can be used with or without another mental disorder.

  • Current episode or personal history can be coded
  • Includes attempts that did not cause injury
  • Helps track risk, since past attempts are a strong predictor of future suicide
  • The first printing of DSM-5-TR showed T14.91A and T14.91D. The APA corrected these to T14.91XA and T14.91XD in October 2022.
Timing

Current or past.

How common

About 49,000 suicide deaths occurred in the US in 2022 (CDC).

Note If you or someone you know is in crisis in the US, call or text 988.

Nonsuicidal self-injuryCurrent: R45.88. History: Z91.52

These codes, new in DSM-5-TR, record deliberate self-harm, such as cutting or burning, done without intent to die. Nonsuicidal self-injury disorder itself remains a condition for further study.

  • Deliberate self-harm without suicidal intent
  • Current or personal history can be coded
  • Often used to relieve distress
Timing

Current or past.

How common

More common in adolescents and young adults (DSM-5-TR (APA, 2022)).

Relational problemsZ63.0 (relationship distress with spouse or intimate partner); Z62.820 / Z62.821 / Z62.822 / Z62.898 (parent-child with biological, adopted, foster, or other caregiver); Z62.891 (sibling); Z63.5 (disruption of family by separation or divorce); Z63.8 (high expressed emotion in family); Z63.4 (uncomplicated bereavement)

These codes record problems in close relationships that affect a person's health or treatment. Examples are ongoing conflict with a partner, strained parent-child relationships, or the effects of divorce on the family.

  • Problems with a partner, parent, child, or sibling
  • Can be the main reason for a visit
  • Includes normal grief after a death (uncomplicated bereavement)
Timing

Current.

How common

Very common reasons for counseling (DSM-5-TR (APA, 2022)).

Abuse and neglectChild physical abuse: T74.12XA confirmed, T76.12XA suspected. Child sexual abuse: T74.22XA / T76.22XA. Child neglect: T74.02XA / T76.02XA. Child psychological abuse: T74.32XA / T76.32XA. Spouse or partner physical violence: T74.11XA / T76.11XA. Personal history of childhood abuse: Z62.810 (physical or sexual), Z62.811 (psychological), Z62.812 (neglect)

These codes record child maltreatment, intimate partner violence, and abuse of adults by others. There are separate codes for confirmed versus suspected cases, first versus later visits, and for a person's past history of abuse.

  • Types: physical, sexual, psychological, and neglect
  • Confirmed (T74) versus suspected (T76) codes
  • Other Z codes record visits for victim or perpetrator services
  • Past history codes (Z62.81x) used for adults abused as children
Timing

Current or past.

How common

About 558,000 US children were confirmed victims of maltreatment in 2022 (US HHS, Child Maltreatment 2022).

Educational problemsZ55.9 (academic or educational problem)

This code records school or learning problems that are a focus of care but are not due to a learning disorder or other mental disorder, such as failing grades, poor attendance, or conflict with teachers.

  • Academic difficulties or school conflict
  • Not better explained by a mental disorder
  • Can apply to students of any age
Timing

Current.

How common

Not well studied as a coded condition.

Occupational problemsZ56.82 (problem related to current military deployment status); Z56.9 (other problem related to employment)

These codes record work-related problems that affect mental health or care, such as job loss, stress at work, unemployment, or the stress of military deployment.

  • Unemployment, job threat, or workplace conflict
  • Stress related to military deployment
  • Affects treatment or functioning
Timing

Current.

How common

Not well studied as a coded condition.

Housing problemsZ59.01 (sheltered homelessness); Z59.02 (unsheltered homelessness); Z59.10 (inadequate housing); Z59.2 (discord with neighbor, lodger, or landlord); Z59.3 (problem related to living in a residential institution)

These codes record housing problems that affect health or care, including homelessness, unsafe or crowded housing, and conflict with landlords or neighbors.

  • Sheltered or unsheltered homelessness
  • Unsafe, crowded, or inadequate housing
  • Housing conflict or institutional living
Timing

Current.

How common

About 771,000 people experienced homelessness on a single night in January 2024 (HUD, 2024 AHAR).

Note Inadequate housing changed from Z59.1 to Z59.10 on October 1, 2023 (APA coding update).

Economic problemsZ59.41 (food insecurity); Z58.6 (lack of safe drinking water); Z59.5 (extreme poverty); Z59.6 (low income); Z59.71 (insufficient health insurance); Z59.72 (insufficient welfare support); Z59.9 (other economic problem)

These codes record money-related hardships that affect health or treatment, such as not having enough food, living in poverty, or lacking health insurance.

  • Food insecurity or lack of safe water
  • Extreme poverty or low income
  • Insufficient insurance or welfare support
Timing

Current.

How common

About 13.5% of US households were food insecure in 2023 (USDA ERS, 2024).

Note Insufficient social insurance or welfare support (Z59.7) was split into Z59.71 and Z59.72 on October 1, 2024 (APA coding update).

Problems related to the social environmentZ60.0 (phase of life problem); Z60.2 (problem related to living alone); Z60.3 (acculturation difficulty); Z60.4 (social exclusion or rejection); Z60.5 (target of perceived adverse discrimination or persecution)

These codes record social stresses such as major life transitions, loneliness, trouble adjusting to a new culture, or being the target of discrimination.

  • Life transitions such as retirement or leaving home
  • Living alone or social exclusion
  • Acculturation stress and discrimination
Timing

Current.

How common

Not well studied as coded conditions.

Problems related to crime or the legal systemZ65.4 (victim of crime); Z65.0 (conviction without imprisonment); Z65.1 (imprisonment or other incarceration); Z65.2 (problems related to release from prison); Z65.3 (problems related to other legal circumstances)

These codes record contact with crime or the legal system that affects a person's care, whether as a victim or someone involved with the courts or prison.

  • Being a crime victim
  • Arrest, conviction, incarceration, or release
  • Other legal stressors
Timing

Current.

How common

Not well studied as coded conditions.

Other circumstances and clinical issuesZ65.8 (moral, religious, or spiritual problem); Z91.199 (nonadherence to medical treatment); Z76.5 (malingering); Z91.83 (wandering associated with a mental disorder); R41.83 (borderline intellectual functioning); Z72.811 / Z72.810 (adult / child or adolescent antisocial behavior); E66.9 (overweight or obesity); Z75.3 (unavailability or inaccessibility of health care)

This group covers other issues that can shape care, such as spiritual struggles, not following a treatment plan, faking symptoms for outside gain, and problems getting health care.

  • Spiritual or moral distress
  • Not following treatment recommendations
  • Deliberately faking or exaggerating symptoms for external gain (malingering)
  • Barriers to getting health care
Timing

Current.

How common

Varies.

Note Nonadherence changed from Z91.19 to Z91.199 in October 2022. In September 2025 the APA renamed Z65.8 Moral, Religious, or Spiritual Problem. Newer obesity class codes (E66.811 to E66.813) exist in ICD-10-CM since October 2024, but DSM-5-TR still lists E66.9.

Vocabulary

Key terms

Mental disorder

A pattern of problems in thinking, emotion, or behavior that reflects a problem in mental functioning and usually causes significant distress or trouble in daily life. Expected reactions to common stressors, such as grief, and differences that are only social or political are not disorders on their own.

Diagnostic criteria

The official list of symptoms and rules (number, length of time, exclusions) that must be met for a diagnosis.

Specifier

An added label that gives more detail about a disorder, such as its course, a special feature, or remission. More than one can apply.

Subtype

A group within a disorder that does not overlap with other groups. Only one subtype can be chosen.

Severity

How intense the disorder is right now, often rated mild, moderate, or severe (sometimes extreme).

Other specified

Used when symptoms cause distress or impairment but do not meet full criteria for a disorder in that chapter, and the clinician writes down the specific reason (for example, 'short duration').

Unspecified

Used in the same situation as 'other specified' but when the clinician chooses not to, or cannot, say why full criteria are not met, such as when there is not enough information.

Provisional diagnosis

A label added when the clinician strongly expects full criteria will be met but does not yet have enough information, or when the diagnosis depends on how long symptoms last.

Principal diagnosis

In a hospital stay, the condition mainly responsible for the admission. It is listed first.

Reason for visit

In outpatient care, the condition mainly responsible for the visit. It is listed first.

Clinically significant

Serious enough to cause real distress or to interfere with school, work, relationships, or self-care. Most diagnoses require it.

Clinical judgment

The trained reasoning a clinician uses to apply criteria to a real person. The DSM is not meant to be used as a simple checklist.

Comorbidity

When a person has two or more disorders at the same time.

Differential diagnosis

The process of telling apart disorders that look alike to find the one that best explains the symptoms.

Remission

When symptoms have lessened (partial remission) or are gone (full remission) for a period of time.

ICD-10-CM

The U.S. clinical version of the World Health Organization's International Classification of Diseases, 10th revision. It supplies the codes used with DSM-5-TR for billing and records.

ICD-11

The newest WHO classification, in effect worldwide since January 2022. It has its own chapter on mental disorders. The United States still uses ICD-10-CM for official coding.

Z codes

ICD-10-CM codes for other conditions that may be a focus of clinical attention, such as housing, money, school, or relationship problems. They are not mental disorders.

Cross-cutting symptom measure

A short questionnaire in Section III that checks many symptom areas at once (Level 1) and then looks deeper at flagged areas (Level 2).

WHODAS 2.0

The World Health Organization Disability Assessment Schedule 2.0. A questionnaire in Section III that rates day-to-day functioning. It is suggested in place of the GAF scale, which DSM-5 removed.

Cultural Formulation Interview (CFI)

A set of questions in Section III that helps the clinician learn how a person's culture shapes their problem, their view of it, and what help they want.

Cultural concepts of distress

Ways that people in a cultural group experience, explain, or talk about suffering. They can be cultural syndromes, idioms of distress, or cultural explanations.

Dimensional vs categorical

A categorical system says yes or no to a diagnosis. A dimensional system rates how much of a trait or symptom a person has on a scale.

Transdiagnostic

A feature or process that shows up across many different disorders, such as poor sleep or rumination.

Use with care

Cautions and critiques

Not for self-diagnosis

The DSM-5-TR is a tool for trained clinicians. Reading criteria online or in class does not qualify someone to diagnose themselves or others. If you are worried about your mental health, talk to a counselor, doctor, or campus health center. In the U.S., you can call or text 988 in a crisis.

Ethics and labels

Diagnoses can open the door to care and insurance, but they can also lead to stigma. Clinicians should share diagnoses carefully, protect privacy, and use person-first or respectful language.

Legal limits

The manual's own forensic cautionary statement says a diagnosis does not by itself answer legal questions such as criminal responsibility or disability.

Cultural bias

Critics note that some groups have been misdiagnosed or overdiagnosed, for example Black patients being diagnosed with psychotic disorders more often. DSM-5-TR tried to address this with an equity review and more cultural guidance, but bias in how clinicians apply criteria can still happen.

Reliability

DSM-III brought in clear criteria to help clinicians agree. Still, DSM-5 field trials showed that agreement between clinicians was good for some diagnoses and weak for others.

Categorical vs dimensional debate

Many symptoms exist on a spectrum, and many people meet criteria for several disorders at once. Critics argue that yes or no categories do not match how mental health really works. The alternative personality disorder model and the future DSM roadmap both move toward more dimensional ratings.

RDoC (Research Domain Criteria)

A research framework from the U.S. National Institute of Mental Health. It studies basic brain and behavior systems (for example threat response or reward) across many levels, from genes to behavior, instead of starting with DSM categories. It is for research, not for clinical diagnosis.

HiTOP (Hierarchical Taxonomy of Psychopathology)

A model built from statistical studies of how symptoms group together. It arranges problems in levels, from broad spectra (such as internalizing and externalizing) down to specific symptoms. It is an alternative to categories that is still being studied.

Things keep changing

Codes and some criteria are updated most years, and a new manual is being planned. Always use the latest APA updates.

Ethics and conduct for counselors

The ACA Code of Ethics

The DSM-5-TR tells clinicians what to diagnose. The American Counseling Association (ACA) Code of Ethics sets the rules for how counselors must act: with clients, records, colleagues, tests, students, research and technology. It is the code of conduct ACA members agree to follow, and many state licensing boards adopt it. Every section, standard and coded sub-standard below has its own link, so you can share or cite a specific code such as A.1.a.

Which edition? 2014 ACA Code of Ethics (in force as of September 2026).ACA posted a draft revised Code for public comment in March–April 2026 and plans to publish the final version in fall 2026. This page will be updated when ACA releases it. Read the official 2014 Code (PDF) ↗

Core professional values

  • Enhancing human development throughout the life span
  • Honoring diversity and embracing a multicultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts
  • Promoting social justice
  • Safeguarding the integrity of the counselor–client relationship
  • Practicing in a competent and ethical manner

Six ethical principles

The foundation for ethical decisions, named in the Code's Preamble.

Autonomy

Supporting each person's right to direct the course of their own life.

Nonmaleficence

Avoiding actions that cause harm.

Beneficence

Working for the good of individuals and society by promoting mental health and well-being.

Justice

Treating people equitably and promoting fairness and equality.

Fidelity

Keeping promises and honoring commitments, including the trust placed in counselors in professional relationships.

Veracity

Being truthful with everyone counselors deal with professionally.

The nine sections

A

Section A: The Counseling Relationship

12 standards

Counselors promote client growth and welfare, and trust is treated as the foundation of the relationship. The section also asks counselors to understand clients' cultural backgrounds and to give some professional time to low- or no-cost service.

A.1Client Welfare4 codes

Counselors' first duty is to protect client dignity and promote client well-being.

  • A.1.a
    Primary Responsibility

    Counselors must put respecting clients' dignity and promoting their welfare first.

  • A.1.b
    Records and Documentation

    Counselors must keep accurate, timely records of the services they provide, as required by law, regulation, and agency rules.

  • A.1.c
    Counseling Plans

    Counselors and clients work together to build realistic counseling plans and revisit them regularly.

  • A.1.d
    Support Network Involvement

    With the client's consent, counselors may draw on the client's support network (family, friends, religious or community figures) as a positive resource.

A.2Informed Consent in the Counseling Relationship5 codes

Clients have the right to understand counseling and freely choose whether to enter or continue it.

  • A.2.a
    Informed Consent

    Counselors must explain in writing and verbally what both parties' rights and responsibilities are, and treat consent as an ongoing process, not a one-time form.

  • A.2.b
    Types of Information Needed

    Counselors tell clients about the purposes, goals, techniques, limits, risks, benefits, fees, the counselor's credentials, and what happens if the counselor becomes unavailable.

  • A.2.c
    Developmental and Cultural Sensitivity

    Consent information must be communicated in language and ways that fit the client's developmental level and culture, including arranging interpreters when needed.

  • A.2.d
    Inability to Give Consent

    When a client (such as a minor or an adult without capacity) cannot legally consent, counselors seek the client's assent and involve parents or guardians appropriately.

  • A.2.e
    Mandated Clients

    Counselors explain to court- or agency-mandated clients what information will be shared, with whom, and what happens if they decline services.

A.3Clients Served by Othersno sub-codes

If a client is already seeing another mental health professional, counselors ask for permission to inform that professional and work toward positive collaboration.

A.4Avoiding Harm and Imposing Values2 codes

Counselors must avoid harming clients and must not impose their own values on them.

  • A.4.a
    Avoiding Harm

    Counselors act to avoid harming clients, trainees, and research participants, and to reduce or fix any harm that cannot be foreseen or avoided.

  • A.4.b
    Personal Values

    Counselors stay aware of their own values, beliefs, and behaviors and do not impose them on clients, especially when values conflict with the client's goals.

A.5Prohibited Noncounseling Roles and Relationships5 codes

Certain relationships with clients, including romantic or sexual ones, are forbidden because they exploit trust.

  • A.5.a
    Sexual and/or Romantic Relationships Prohibited

    Sexual or romantic contact with current clients, their romantic partners, or their family members is forbidden, in person or electronically.

  • A.5.b
    Previous Sexual and/or Romantic Relationships

    Counselors must not accept as clients people with whom they previously had a sexual or romantic relationship.

  • A.5.c
    Sexual and/or Romantic Relationships With Former Clients

    Sexual or romantic relationships with former clients, their partners, or family members are forbidden for five years after the last professional contact, and after that only if the counselor can show the relationship is not exploitative.

  • A.5.d
    Friends or Family Members

    Counselors should not counsel friends or family members when they cannot stay objective.

  • A.5.e
    Personal Virtual Relationships With Current Clients

    Counselors must not have personal (non-professional) relationships with current clients on social media or other technology.

A.6Managing and Maintaining Boundaries and Professional Relationships5 codes

Counselors carefully weigh and document any relationship that goes beyond the usual counseling role.

  • A.6.a
    Previous Relationships

    Counselors weigh the risks and benefits before accepting a client with whom they had a prior casual, distant, or past relationship.

  • A.6.b
    Extending Counseling Boundaries

    Before extending boundaries (for example, attending a client's wedding or graduation), counselors weigh risks and benefits and take steps such as consultation and informed consent to prevent harm.

  • A.6.c
    Documenting Boundary Extensions

    When counselors extend a boundary, they record the reason, the expected benefit, and the anticipated consequences, and repair any unintended harm.

  • A.6.d
    Role Changes in the Professional Relationship

    When changing roles with a client (for example, from individual to couples counselor), counselors get informed consent and explain the client's right to refuse the change.

  • A.6.e
    Nonprofessional Interactions or Relationships (Other Than Sexual or Romantic Interactions or Relationships)

    Counselors avoid nonprofessional relationships with current or former clients and their families when there is a risk of harm.

A.7Roles and Relationships at Individual, Group, Institutional, and Societal Levels2 codes

Counselors may advocate for clients at larger systemic levels, with client consent.

  • A.7.a
    Advocacy

    When appropriate, counselors speak up to address barriers that block clients' access, growth, and development.

  • A.7.b
    Confidentiality and Advocacy

    Counselors get client consent before advocating for a specific, identifiable client.

A.8Multiple Clientsno sub-codes

When counseling two or more people who have a relationship (such as a couple or family), counselors clarify at the start who is the client and what their role is, and adjust if role conflicts arise.

A.9Group Work2 codes

Counselors screen and protect members of counseling groups.

  • A.9.a
    Screening

    Counselors screen prospective group members to select people whose needs fit the group and who will not obstruct it.

  • A.9.b
    Protecting Clients

    Counselors take reasonable steps to protect group members from physical, emotional, or psychological harm.

A.10Fees and Business Practices6 codes

Fees and business arrangements must be fair, transparent, and non-exploitative.

  • A.10.a
    Self-Referral

    Counselors employed by an agency do not refer the agency's clients to their own private practice unless agency policy allows it, and clients may choose freely.

  • A.10.b
    Unacceptable Business Practices

    Counselors do not take kickbacks, fee-splits, or other payments simply for referring clients.

  • A.10.c
    Establishing Fees

    Counselors set fees that are fair and account for clients' financial situations, helping clients find affordable services when fees are unaffordable.

  • A.10.d
    Nonpayment of Fees

    Before using collection agencies or legal action for unpaid fees, counselors first tell clients what will happen and give them a chance to pay.

  • A.10.e
    Bartering

    Counselors may barter only if it is not exploitative, the client requests it, it is common in the community, and the arrangement is put in a written contract.

  • A.10.f
    Receiving Gifts

    Counselors consider the relationship, the gift's value, the client's motivation, and cultural norms before accepting a gift from a client.

A.11Termination and Referral4 codes

Counselors end or transfer services properly and never abandon clients.

  • A.11.a
    Competence Within Termination and Referral

    If counselors lack the competence to help a client, they avoid starting or continuing the relationship and provide appropriate referrals.

  • A.11.b
    Values Within Termination and Referral

    Counselors do not refer clients away based only on the counselor's personal values, attitudes, or beliefs; they seek training instead.

  • A.11.c
    Appropriate Termination

    Counselors end counseling when the client no longer needs it, is not benefiting, or is being harmed, or if the counselor is threatened, and they provide pretermination counseling and referrals.

  • A.11.d
    Appropriate Transfer of Services

    When transferring a client to another professional, counselors make sure clinical and administrative steps are completed and communication stays open.

A.12Abandonment and Client Neglectno sub-codes

Counselors must not abandon or neglect clients and must arrange continuity of care during interruptions such as vacations, illness, or after termination.

B

Section B: Confidentiality and Privacy

7 standards

Counselors earn client trust through ongoing partnership, clear boundaries, and confidentiality. They explain the limits of confidentiality in culturally sensitive ways.

B.1Respecting Client Rights4 codes

Counselors protect clients' privacy and confidentiality and explain their limits.

  • B.1.a
    Multicultural/Diversity Considerations

    Counselors stay aware of cultural meanings of confidentiality and privacy and discuss with clients how information will be shared.

  • B.1.b
    Respect for Privacy

    Counselors respect clients' privacy and ask for private information only when it helps the counseling process.

  • B.1.c
    Respect for Confidentiality

    Counselors share confidential information only with appropriate client consent or with sound legal or ethical justification.

  • B.1.d
    Explanation of Limitations

    At the start and throughout counseling, counselors tell clients the limits of confidentiality and situations where it must be broken.

B.2Exceptions5 codes

Confidentiality has specific exceptions such as preventing serious harm or following the law.

  • B.2.a
    Serious and Foreseeable Harm and Legal Requirements

    Counselors may break confidentiality to protect clients or identifiable others from serious and foreseeable harm, or when the law requires it, and should consult when unsure.

  • B.2.b
    Confidentiality Regarding End-of-Life Decisions

    Counselors working with terminally ill clients who are considering hastening death may choose whether to maintain confidentiality, depending on law, the situation, and consultation.

  • B.2.c
    Contagious, Life-Threatening Diseases

    Counselors may be justified in telling identifiable third parties at high risk of contracting a client's contagious, life-threatening disease, after checking legal requirements and whether the client will tell them.

  • B.2.d
    Court-Ordered Disclosure

    When a court orders disclosure without client permission, counselors seek client consent or try to limit disclosure because of potential harm to the client or the relationship.

  • B.2.e
    Minimal Disclosure

    When confidential information must be shared, counselors inform the client when possible and reveal only what is essential.

B.3Information Shared With Others6 codes

Counselors protect confidentiality when working with staff, teams, payers, and technology.

  • B.3.a
    Subordinates

    Counselors make sure employees, supervisees, students, clerical staff, and volunteers also protect client privacy.

  • B.3.b
    Interdisciplinary Teams

    When clients are served by a team, counselors tell clients about the team's existence and composition and what information is shared and why.

  • B.3.c
    Confidential Settings

    Counselors discuss confidential information only in settings where privacy can reasonably be ensured.

  • B.3.d
    Third-Party Payers

    Counselors share information with insurers or other third-party payers only when clients have authorized it.

  • B.3.e
    Transmitting Confidential Information

    Counselors take precautions to keep information confidential when sending it by any medium, such as phone, email, or fax.

  • B.3.f
    Deceased Clients

    Counselors protect the confidentiality of deceased clients in line with law and agency policy.

B.4Groups and Families2 codes

Counselors clarify confidentiality rules in group, couples, and family counseling.

  • B.4.a
    Group Work

    In group counseling, counselors explain the importance and limits of confidentiality, noting that it cannot be guaranteed among members.

  • B.4.b
    Couples and Family Counseling

    In couples and family work, counselors clearly define who is the client and discuss how confidential information shared by individual members will be handled.

B.5Clients Lacking Capacity to Give Informed Consent3 codes

Counselors balance the privacy of minors or clients without capacity with the rights of parents and guardians.

  • B.5.a
    Responsibility to Clients

    When counseling minors or adults who cannot consent, counselors protect the client's confidential information to the extent law and ethics allow.

  • B.5.b
    Responsibility to Parents and Legal Guardians

    Counselors inform parents and guardians about the counselor's role and confidentiality, respect their legal rights, and try to build collaborative relationships with them.

  • B.5.c
    Release of Confidential Information

    For clients who cannot give consent, counselors seek permission from an appropriate third party to release information while still informing the client as appropriate.

B.6Records and Documentation9 codes

Counselors create, secure, share, and dispose of records properly.

  • B.6.a
    Creating and Maintaining Records and Documentation

    Counselors create and keep the records needed to provide professional services.

  • B.6.b
    Confidentiality of Records and Documentation

    Counselors keep records secure and ensure only authorized people can access them.

  • B.6.c
    Permission to Record

    Counselors get client permission before audio- or video-recording sessions.

  • B.6.d
    Permission to Observe

    Counselors get client permission before sessions are observed or transcripts are reviewed by supervisors, faculty, peers, or others.

  • B.6.e
    Client Access

    Counselors give competent clients reasonable access to their records and limit access only when there is compelling evidence it would cause harm.

  • B.6.f
    Assistance With Records

    When clients access their records, counselors help them understand and interpret what is written.

  • B.6.g
    Disclosure or Transfer

    Counselors obtain written client permission before disclosing or transferring records to legitimate third parties unless an exception applies.

  • B.6.h
    Storage and Disposal After Termination

    After counseling ends, counselors store records for the length of time required by law and dispose of them in a way that protects confidentiality.

  • B.6.i
    Reasonable Precautions

    Counselors take reasonable steps to protect client confidentiality if they end their practice, become incapacitated, or die.

B.7Case Consultation2 codes

When consulting about a case, counselors protect client identity and share only what is needed.

  • B.7.a
    Respect for Privacy

    Information shared in consultation is discussed only for professional purposes with people clearly involved in the case.

  • B.7.b
    Disclosure of Confidential Information

    Counselors avoid revealing identifying client information in consultation unless they have client permission or the disclosure cannot be avoided, and share only what is necessary.

C

Section C: Professional Responsibility

8 standards

Counselors communicate honestly with the public and other professionals, practice within their competence, and act in a nondiscriminatory way. They are expected to engage in advocacy, contribute some pro bono work, and practice self-care.

C.1Knowledge of and Compliance With Standardsno sub-codes

Counselors must know, understand, and follow the ACA Code of Ethics and applicable laws and regulations.

C.2Professional Competence8 codes

Counselors practice only within the limits of their training and keep their skills current.

  • C.2.a
    Boundaries of Competence

    Counselors practice only within the limits of their education, training, supervised experience, credentials, and cultural competence.

  • C.2.b
    New Specialty Areas of Practice

    Counselors practice in new specialty areas only after appropriate education and supervised experience, and take steps to protect clients while learning.

  • C.2.c
    Qualified for Employment

    Counselors accept only jobs for which they are qualified and hire only qualified, competent people.

  • C.2.d
    Monitor Effectiveness

    Counselors continually monitor how effective they are and seek peer supervision when needed.

  • C.2.e
    Consultations on Ethical Obligations

    Counselors take reasonable steps to consult with other counselors or professionals when they have ethical questions.

  • C.2.f
    Continuing Education

    Counselors keep up with current scientific and professional developments through continuing education.

  • C.2.g
    Impairment

    Counselors watch for signs of their own physical, mental, or emotional impairment and stop providing services when it could harm clients, and they help colleagues who may be impaired.

  • C.2.h
    Counselor Incapacitation, Death, Retirement, or Termination of Practice

    Counselors prepare a plan, including a designated records custodian, for transferring clients and records if they cannot continue practicing.

C.3Advertising and Soliciting Clients6 codes

Counselors advertise honestly and do not exploit people to gain clients.

  • C.3.a
    Accurate Advertising

    Counselors represent their credentials and services truthfully and not in a misleading or fraudulent way.

  • C.3.b
    Testimonials

    Counselors do not request testimonials from current clients, former clients, or anyone vulnerable to undue influence, and they discuss the implications when testimonials are used.

  • C.3.c
    Statements by Others

    Counselors make reasonable efforts to ensure that what others say about them or the profession is accurate.

  • C.3.d
    Recruiting Through Employment

    Counselors do not use their workplace or institutional affiliations to recruit clients for their private practice.

  • C.3.e
    Products and Training Advertisements

    Counselors who create products or trainings make sure advertising is accurate and gives enough information for consumers to decide.

  • C.3.f
    Promoting to Those Served

    Counselors do not use counseling, teaching, or supervisory relationships to deceptively promote products or trainings, though educators may use their own texts in teaching.

C.4Professional Qualifications6 codes

Counselors accurately represent their credentials, degrees, and memberships.

  • C.4.a
    Accurate Representation

    Counselors claim only the qualifications they actually hold and correct any misrepresentations they learn of.

  • C.4.b
    Credentials

    Counselors claim only credentials that are current and in good standing.

  • C.4.c
    Educational Degrees

    Counselors clearly distinguish between earned and honorary degrees.

  • C.4.d
    Implying Doctoral-Level Competence

    Counselors state their highest counseling degree accurately and do not imply doctoral competence when they hold only a master's degree, or call themselves 'Dr.' based on a non-counseling doctorate.

  • C.4.e
    Accreditation Status

    Counselors accurately describe the accreditation status of their degree programs at the time they earned their degrees.

  • C.4.f
    Professional Membership

    Counselors distinguish between current, active memberships and former memberships in associations.

C.5Nondiscriminationno sub-codes

Counselors do not condone or engage in discrimination based on age, culture, disability, ethnicity, race, religion/spirituality, gender, gender identity, sexual orientation, marital/partnership status, language preference, socioeconomic status, immigration status, or any other basis prohibited by law.

C.6Public Responsibility5 codes

Counselors act responsibly toward the public and third parties.

  • C.6.a
    Sexual Harassment

    Counselors do not engage in or condone sexual harassment.

  • C.6.b
    Reports to Third Parties

    Counselors are accurate, honest, and objective when reporting professional activities and judgments to courts, insurers, and other third parties.

  • C.6.c
    Media Presentations

    In public talks, media appearances, or online content, counselors base statements on accepted professional literature and make clear that no counseling relationship exists.

  • C.6.d
    Exploitation of Others

    Counselors do not exploit others in their professional relationships.

  • C.6.e
    Contributing to the Public Good (Pro Bono Publico)

    Counselors make a reasonable effort to provide services to the public for little or no financial return.

C.7Treatment Modalities3 codes

Counselors use approaches grounded in theory and evidence and avoid harmful practices.

  • C.7.a
    Scientific Basis for Treatment

    Counselors use techniques and procedures that are grounded in theory and/or have an empirical or scientific basis.

  • C.7.b
    Development and Innovation

    When using new or developing techniques, counselors explain the potential risks, benefits, and ethical considerations and work to minimize harm.

  • C.7.c
    Harmful Practices

    Counselors do not use techniques that substantial evidence shows are harmful, even if clients request them.

C.8Responsibility to Other Professionals1 codes

Counselors take care in how their personal statements reflect on the profession.

  • C.8.a
    Personal Public Statements

    When making personal public statements, counselors make clear they speak for themselves, not for all counselors or the profession.

D

Section D: Relationships With Other Professionals

2 standards

The quality of counselors' interactions with colleagues affects client care, so counselors build positive working relationships with professionals inside and outside counseling.

D.1Relationships With Colleagues, Employers, and Employees9 codes

Counselors respect colleagues' approaches, work well on teams, and address problems in their workplaces.

  • D.1.a
    Different Approaches

    Counselors respect approaches to counseling that differ from their own and the traditions of other professional groups.

  • D.1.b
    Forming Relationships

    Counselors work to build and strengthen relationships with colleagues to provide the best service to clients.

  • D.1.c
    Interdisciplinary Teamwork

    On interdisciplinary teams, counselors keep the focus on serving clients and contribute the perspective and values of the counseling profession.

  • D.1.d
    Establishing Professional and Ethical Obligations

    On teams, counselors clarify professional and ethical obligations of the team and of individual members, and try to resolve disagreements through appropriate channels.

  • D.1.e
    Confidentiality

    When counselors must serve in legal and administrative roles simultaneously, they clarify expectations and confidentiality rules with colleagues.

  • D.1.f
    Personnel Selection and Assignment

    When hiring, assigning, or promoting, counselors select competent staff and assign duties that match their skills and experience.

  • D.1.g
    Employer Policies

    By accepting a job, counselors signal general agreement with the employer's policies, and they work to change policies that undermine client welfare.

  • D.1.h
    Negative Conditions

    Counselors alert employers to inappropriate policies and practices, and try to change them constructively within the organization.

  • D.1.i
    Protection From Punitive Action

    Counselors do not harass or dismiss employees who responsibly and ethically expose inappropriate employer policies or practices.

D.2Provision of Consultation Services2 codes

Counselors who act as consultants do so competently and with informed consent.

  • D.2.a
    Consultant Competency

    Counselors provide consultation only in areas where they are competent and supply appropriate referrals when asked or needed.

  • D.2.b
    Informed Consent in Formal Consultation

    When consulting formally, counselors review in writing and verbally both parties' rights and responsibilities, including purpose, costs, risks, benefits, and confidentiality limits.

E

Section E: Evaluation, Assessment, and Interpretation

13 standards

Counselors use assessment as one part of counseling, taking clients' personal and cultural context into account. They develop and use appropriate educational, mental health, psychological, and career assessments to promote client well-being.

E.1General2 codes

Assessment exists to give useful measurements and must be used for client welfare.

  • E.1.a
    Assessment

    Counselors use assessments to gain useful measurements and do not misuse results or interpretations.

  • E.1.b
    Client Welfare

    Counselors do not misuse assessment results and respect clients' right to know their results, interpretations, and the basis of conclusions.

E.2Competence to Use and Interpret Assessment Instruments3 codes

Counselors use only tests they are trained to use and interpret.

  • E.2.a
    Limits of Competence

    Counselors use only the testing and assessment services they have been trained for and are competent in, including technology-assisted tests.

  • E.2.b
    Appropriate Use

    Counselors are responsible for the appropriate use, scoring, and interpretation of assessments, whether they score them themselves or use technology or other services.

  • E.2.c
    Decisions Based on Results

    Counselors who make decisions based on assessments understand measurement, validity, reliability, and research on the instruments they use.

E.3Informed Consent in Assessment2 codes

Clients learn about the nature and purpose of assessments and who will receive results.

  • E.3.a
    Explanation to Clients

    Before testing, counselors explain its nature, purpose, and how results will be used, in language the client (or their representative) can understand.

  • E.3.b
    Recipients of Results

    Counselors consider the client's welfare, understanding, and prior agreements in deciding who receives assessment results.

E.4Release of Data to Qualified Personnelno sub-codes

Counselors release assessment data that identify a client only with client consent, and only to people qualified to interpret it.

E.5Diagnosis of Mental Disorders4 codes

Counselors diagnose carefully and with cultural awareness.

  • E.5.a
    Proper Diagnosis

    Counselors take special care to diagnose mental disorders accurately, using appropriate assessment techniques.

  • E.5.b
    Cultural Sensitivity

    Counselors recognize that culture affects how clients' problems are defined and experienced and consider it when diagnosing.

  • E.5.c
    Historical and Social Prejudices in the Diagnosis of Pathology

    Counselors recognize historical and social prejudices that have led to misdiagnosing certain groups and work to address them in themselves and others.

  • E.5.d
    Refraining From Diagnosis

    Counselors may choose not to make or report a diagnosis if they believe it would harm the client or others.

E.6Instrument Selection2 codes

Counselors choose valid, reliable, and appropriate instruments.

  • E.6.a
    Appropriateness of Instruments

    Counselors carefully consider the validity, reliability, psychometric limits, and fit of instruments before selecting them.

  • E.6.b
    Referral Information

    When referring a client to a third party for assessment, counselors provide specific referral questions and enough client data for appropriate instruments to be used.

E.7Conditions of Assessment Administration4 codes

Assessments are given under the standard conditions they were designed for.

  • E.7.a
    Administration Conditions

    Counselors administer assessments under the conditions set when the test was standardized, noting any irregularities or accommodations.

  • E.7.b
    Provision of Favorable Conditions

    Counselors provide a testing environment that allows clients to perform at their best.

  • E.7.c
    Technological Administration

    Counselors make sure computer or technology-based test administration works properly and gives accurate results.

  • E.7.d
    Unsupervised Assessments

    Counselors do not let clients take unsupervised assessments unless the test was designed and validated for self-administration.

E.8Multicultural Issues/Diversity in Assessmentno sub-codes

Counselors choose, use, and interpret assessments with caution for populations the test was not normed on, and account for how age, culture, disability, ethnicity, gender, language, and other factors affect results.

E.9Scoring and Interpretation of Assessments3 codes

Counselors report results accurately and with appropriate caveats.

  • E.9.a
    Reporting

    When reporting results, counselors note reservations about validity or reliability caused by testing circumstances or the norms' fit to the test taker.

  • E.9.b
    Instruments With Insufficient Empirical Data

    Counselors interpret results from instruments lacking strong evidence cautiously and explain their limits to the client.

  • E.9.c
    Assessment Services

    Counselors who provide scoring and interpretation services support the validity of their procedures and use them properly.

E.10Assessment Securityno sub-codes

Counselors protect the integrity and security of tests, respect copyright and publisher agreements, and do not reproduce or modify tests without permission.

E.11Obsolete Assessment and Outdated Resultsno sub-codes

Counselors do not base decisions on outdated tests or results that no longer fit the current purpose, and discourage others from doing so.

E.12Assessment Constructionno sub-codes

Counselors who develop tests use established scientific procedures, current professional knowledge, and multicultural awareness.

E.13Forensic Evaluation: Evaluation for Legal Proceedings4 codes

Forensic evaluators produce objective findings for courts and avoid conflicting roles.

  • E.13.a
    Primary Obligations

    In forensic evaluations, counselors produce objective findings supported by adequate information and techniques, and may decline to evaluate when data are insufficient.

  • E.13.b
    Consent for Evaluation

    Counselors tell the person being evaluated in writing that the relationship is for evaluation, not counseling, and who will receive the report, and obtain written consent unless a court orders otherwise.

  • E.13.c
    Client Evaluation Prohibited

    Counselors do not forensically evaluate their own current or former clients, their partners, or families.

  • E.13.d
    Avoid Potentially Harmful Relationships

    Forensic evaluators avoid potentially harmful professional or personal relationships with family members, partners, and close friends of the people they evaluate.

F

Section F: Supervision, Training, and Teaching

11 standards

Supervisors, trainers, and educators build respectful relationships and keep appropriate boundaries with supervisees and students, in person and online. They are skilled in their roles and help students become ethical, competent counselors.

F.1Counselor Supervision and Client Welfare3 codes

Supervisors' first job is to make sure supervisees' clients are well served.

  • F.1.a
    Client Welfare

    Supervisors monitor the services supervisees provide to clients, meeting regularly and reviewing their work, and help supervisees become ready to serve diverse clients.

  • F.1.b
    Counselor Credentials

    Supervisors make sure clients know the qualifications of the supervisees serving them.

  • F.1.c
    Informed Consent and Client Rights

    Supervisors make sure clients understand their rights, including privacy and confidentiality, and how the supervision process affects confidentiality.

F.2Counselor Supervision Competence3 codes

Supervisors are trained in supervision and attend to culture and technology.

  • F.2.a
    Supervisor Preparation

    Before supervising, counselors get training in supervision methods and techniques and keep learning afterward.

  • F.2.b
    Multicultural Issues/Diversity in Supervision

    Supervisors are aware of and address the role of multiculturalism and diversity in the supervisory relationship.

  • F.2.c
    Online Supervision

    Supervisors who use technology are competent with it and protect the confidentiality of information sent electronically.

F.3Supervisory Relationship4 codes

Supervisors manage power and boundaries in the supervisory relationship.

  • F.3.a
    Extending Conventional Supervisory Relationships

    Supervisors clearly define and maintain ethical relationships with supervisees, and when extending boundaries they take precautions so judgment is not impaired and no harm occurs.

  • F.3.b
    Sexual Relationships

    Sexual or romantic interactions or relationships with current supervisees are prohibited, in person or electronically.

  • F.3.c
    Sexual Harassment

    Supervisors do not condone or subject supervisees to sexual harassment.

  • F.3.d
    Friends or Family Members

    Supervisors do not supervise close relatives, romantic partners, or friends.

F.4Supervisor Responsibilities4 codes

Supervisors set clear expectations and handle emergencies, standards, and endings properly.

  • F.4.a
    Informed Consent for Supervision

    Supervisors explain to supervisees the policies and procedures they must follow, including due process and appeals for supervisor decisions.

  • F.4.b
    Emergencies and Absences

    Supervisors set procedures for crises and make on-call backup supervisors available when they are unavailable.

  • F.4.c
    Standards for Supervisees

    Supervisors make supervisees aware of professional and ethical standards and legal responsibilities.

  • F.4.d
    Termination of the Supervisory Relationship

    Either party may end supervision with adequate notice after discussing concerns, and supervisors help with referrals when ending it.

F.5Student and Supervisee Responsibilities3 codes

Students and supervisees are themselves bound by the code.

  • F.5.a
    Ethical Responsibilities

    Students and supervisees must understand and follow the ACA Code of Ethics and have the same obligations to clients as professional counselors.

  • F.5.b
    Impairment

    Students and supervisees watch for their own impairment, tell their supervisor, and stop providing services when impairment could harm clients.

  • F.5.c
    Professional Disclosure

    Before providing services, students and supervisees tell clients they are in training and get client permission to share information for supervision.

F.6Counseling Supervision Evaluation, Remediation, and Endorsement4 codes

Supervisors evaluate supervisees, serve as gatekeepers, and endorse only qualified people.

  • F.6.a
    Evaluation

    Supervisors document and give ongoing feedback and formal evaluations to supervisees.

  • F.6.b
    Gatekeeping and Remediation

    Supervisors identify supervisee limitations, recommend remediation, and may recommend dismissal or refuse endorsement, with documentation and due process.

  • F.6.c
    Counseling for Supervisees

    If supervisees ask for counseling, supervisors help them find appropriate services rather than providing counseling themselves, addressing personal issues only as they affect clinical work.

  • F.6.d
    Endorsements

    Supervisors endorse supervisees for certification, licensure, or jobs only when they believe the supervisees are qualified.

F.7Responsibilities of Counselor Educators9 codes

Counselor educators teach competently and ethically and integrate diversity, ethics, and practice.

  • F.7.a
    Counselor Educators

    Counselor educators are skilled as teachers and practitioners, know the profession's ethics and legal issues, and model ethical behavior.

  • F.7.b
    Counselor Educator Competence

    Counselor educators teach and supervise only within their areas of knowledge and competence, using current information.

  • F.7.c
    Infusing Multicultural Issues/Diversity

    Counselor educators build multicultural and diversity content into all courses and workshops.

  • F.7.d
    Integration of Study and Practice

    Counselor educators design programs that combine academic study with supervised practice.

  • F.7.e
    Teaching Ethics

    Counselor educators teach students about ethics and the profession's responsibilities throughout the curriculum.

  • F.7.f
    Use of Case Examples

    Educators use real client, student, or supervisee information in teaching only with consent or when it is adequately disguised.

  • F.7.g
    Student-to-Student Supervision and Instruction

    When students serve as peer supervisors or instructors, educators make sure the peers' rights are protected.

  • F.7.h
    Innovative Theories and Techniques

    Counselor educators present innovative or developing techniques as such and explain their risks and ethical considerations.

  • F.7.i
    Field Placements

    Counselor educators set clear policies for field placements, ensure site supervisors are qualified, and clarify everyone's roles.

F.8Student Welfare4 codes

Programs inform, advise, and protect students, including in self-growth activities.

  • F.8.a
    Program Information and Orientation

    Programs give prospective and current students clear information about requirements, expectations, evaluation, and outcomes.

  • F.8.b
    Student Career Advising

    Counselor educators give career advice and inform students of opportunities in the field.

  • F.8.c
    Self-Growth Experiences

    Programs tell students about any required self-disclosure or self-growth experiences and ensure that such experiences do not harm them, with grades not tied to the level of disclosure.

  • F.8.d
    Addressing Personal Concerns

    Educators may address students' personal concerns that could affect their professional competence.

F.9Evaluation and Remediation3 codes

Educators evaluate students fairly and help with remediation when needed.

  • F.9.a
    Evaluation of Students

    Counselor educators tell students in advance about competency expectations, evaluation methods, and timing, and give ongoing feedback.

  • F.9.b
    Limitations

    Educators identify students' limitations, provide or refer to remediation, and use due process before recommending dismissal.

  • F.9.c
    Counseling for Students

    If students need or request counseling, educators refer them to appropriate services.

F.10Roles and Relationships Between Counselor Educators and Students6 codes

Educators maintain appropriate boundaries with students.

  • F.10.a
    Sexual or Romantic Relationships

    Sexual or romantic relationships between counselor educators and current students are prohibited, in person or electronically.

  • F.10.b
    Sexual Harassment

    Counselor educators do not condone or subject students to sexual harassment.

  • F.10.c
    Relationships With Former Students

    Counselor educators are aware of the power difference with former students and discuss potential risks before starting a social, sexual, or other close relationship.

  • F.10.d
    Nonacademic Relationships

    Educators avoid nonacademic relationships with students where there is a risk of harm or of compromising the training experience or grades.

  • F.10.e
    Counseling Services

    Counselor educators do not serve as counselors to their current students, except for brief roles tied to a training experience.

  • F.10.f
    Extending Educator–Student Boundaries

    When educators extend boundaries with students (for example, attending a student's event), they take precautions, document, and discuss the reasons and risks.

F.11Multicultural/Diversity Competence in Counselor Education and Training Programs3 codes

Programs recruit diverse faculty and students and build multicultural competence.

  • F.11.a
    Faculty Diversity

    Counselor educators commit to recruiting and retaining a diverse faculty.

  • F.11.b
    Student Diversity

    Counselor educators actively recruit and retain a diverse student body and accommodate the differing abilities and needs of students.

  • F.11.c
    Multicultural/Diversity Competence

    Counselor educators actively infuse multicultural/diversity competence into training and supervision.

G

Section G: Research and Publication

5 standards

Counselors who do research are encouraged to add to the profession's knowledge base and to a healthier, more just society. They support research, avoid bias, and respect diversity in designing and reporting studies.

G.1Research Responsibilities6 codes

Researchers plan and conduct studies ethically and protect participants.

  • G.1.a
    Conducting Research

    Counselors plan, design, conduct, and report research following ethical principles, laws, host institution rules, and scientific standards.

  • G.1.b
    Confidentiality in Research

    Counselors follow applicable confidentiality laws and rules for all research participants and records.

  • G.1.c
    Independent Researchers

    Researchers without an institutional review board still have their plans reviewed for ethical protection of participants.

  • G.1.d
    Deviation From Standard Practice

    Counselors seek consultation and extra safeguards when a study departs from standard or accepted practices.

  • G.1.e
    Precautions to Avoid Injury

    Researchers take reasonable steps to avoid causing physical, social, or psychological harm to participants.

  • G.1.f
    Principal Researcher Responsibility

    The lead researcher bears final responsibility for ethical conduct, though everyone involved shares ethical obligations.

G.2Rights of Research Participants9 codes

Participants give informed consent, are protected from coercion, and are debriefed.

  • G.2.a
    Informed Consent in Research

    Researchers explain purposes, procedures, risks, benefits, confidentiality limits, and the right to withdraw in language participants understand.

  • G.2.b
    Student/Supervisee Participation

    Researchers make clear to students or supervisees that declining or withdrawing from a study will not affect their academic standing or supervision.

  • G.2.c
    Client Participation

    Counselors who study clients make clear that clients can choose whether to participate, and take steps to protect clients who decline.

  • G.2.d
    Confidentiality of Information

    Information gathered about participants is kept confidential.

  • G.2.e
    Persons Not Capable of Giving Informed Consent

    When participants cannot consent, researchers explain the study appropriately, seek their agreement, and obtain consent from a legally authorized person.

  • G.2.f
    Commitments to Participants

    Researchers take reasonable steps to keep all commitments made to participants.

  • G.2.g
    Explanations After Data Collection

    After data collection, researchers explain the study to participants to correct any misconceptions, and mitigate harm if explanations are delayed or withheld.

  • G.2.h
    Informing Sponsors

    Researchers inform sponsors, institutions, and publication channels about procedures and outcomes and acknowledge their support.

  • G.2.i
    Research Records Custodian

    Researchers make a plan, including a records custodian, for transferring research data if they become incapacitated, die, or leave.

G.3Managing and Maintaining Boundaries3 codes

Researchers manage relationships with participants carefully.

  • G.3.a
    Extending Researcher–Participant Boundaries

    Researchers weigh risks and benefits before extending relationships with participants beyond the usual, and document the reason and precautions.

  • G.3.b
    Relationships With Research Participants

    Sexual or romantic relationships with current research participants are prohibited, in person or electronically.

  • G.3.c
    Sexual Harassment and Research Participants

    Researchers do not condone or subject participants to sexual harassment.

G.4Reporting Results5 codes

Research findings must be reported honestly and completely.

  • G.4.a
    Accurate Results

    Counselors report research accurately and do not falsify data, distort findings, or mislead.

  • G.4.b
    Obligation to Report Unfavorable Results

    Researchers report results that are relevant to the profession even when they reflect unfavorably on institutions, programs, services, or interests.

  • G.4.c
    Reporting Errors

    If researchers find significant errors in published work, they take reasonable steps to correct them through an erratum or other appropriate means.

  • G.4.d
    Identity of Participants

    Researchers disguise participant identity in reports unless participants have given consent to be identified.

  • G.4.e
    Replication Studies

    Researchers make enough original data available to qualified professionals who want to replicate or extend the study.

G.5Publications and Presentations8 codes

Authors give proper credit, avoid plagiarism and duplicate submission, and review manuscripts fairly.

  • G.5.a
    Use of Case Examples

    Case material from clients, students, or supervisees is used in publications only with their review and consent or when adequately disguised.

  • G.5.b
    Plagiarism

    Counselors do not present others' work as their own.

  • G.5.c
    Acknowledging Previous Work

    Counselors acknowledge and cite prior work on a topic, including their own.

  • G.5.d
    Contributors

    Credit such as joint authorship or acknowledgment is given in proportion to people's contributions, with the main contributor listed first.

  • G.5.e
    Agreement of Contributors

    Counselors working on research together agree in advance on task assignments, authorship order, and acknowledgments.

  • G.5.f
    Student Research

    Manuscripts substantially based on a student's thesis or dissertation list the student as principal author.

  • G.5.g
    Duplicate Submissions

    Counselors submit a manuscript to only one journal at a time and do not republish substantially the same work without acknowledgment and permission.

  • G.5.h
    Professional Review

    Reviewers of manuscripts, proposals, or grant applications respect confidentiality and authorship rights, review fairly, and decline reviews outside their competence or where they are biased.

H

Section H: Distance Counseling, Technology, and Social Media

6 standards

Counseling is no longer limited to face-to-face work, so counselors learn how distance counseling, technology, and social media affect practice. They follow the same ethical standards online and understand the added risks and legal issues involved.

H.1Knowledge and Legal Considerations2 codes

Counselors using technology are competent with it and follow the laws that apply.

  • H.1.a
    Knowledge and Competency

    Counselors who use distance counseling, technology, or social media develop the technical, ethical, and legal knowledge and skills to do so.

  • H.1.b
    Laws and Statutes

    Counselors follow the laws and regulations in both their own location and the client's location, and inform clients of their legal rights across jurisdictions.

H.2Informed Consent and Security4 codes

Clients are informed about technology's benefits and risks and their information is protected.

  • H.2.a
    Informed Consent and Disclosure

    Clients choose whether to use distance counseling and are informed of issues such as credentials, response times, possible technology failure, emergency procedures, and time zone and cultural differences.

  • H.2.b
    Confidentiality Maintained by the Counselor

    Counselors acknowledge the limits of keeping electronic records and communications confidential and tell clients that others, such as IT staff, may access them.

  • H.2.c
    Acknowledgment of Limitations

    Counselors inform clients about the inherent limits of confidentiality when using technology.

  • H.2.d
    Security

    Counselors use current encryption standards and other security measures on websites and electronic communications to meet legal requirements.

H.3Client Verificationno sub-codes

Counselors using distance methods take steps to verify client identity at the start and throughout the relationship, for example with code words or numbers.

H.4Distance Counseling Relationship6 codes

Counselors decide whether distance counseling is appropriate and manage its boundaries and effectiveness.

  • H.4.a
    Benefits and Limitations

    Counselors tell clients about the benefits and limitations of using technology in counseling.

  • H.4.b
    Professional Boundaries in Distance Counseling

    Counselors understand the need to maintain professional relationships with clients and discuss appropriate boundaries for technology use.

  • H.4.c
    Technology-Assisted Services

    When providing technology-assisted services, counselors make reasonable efforts to ensure clients are able to use the technology and that it fits their needs.

  • H.4.d
    Effectiveness of Services

    If distance counseling is ineffective, counselors consider providing services face-to-face or referring the client.

  • H.4.e
    Access

    Counselors provide information about reasonable ways for clients to get technology help if they need it.

  • H.4.f
    Communication Differences in Electronic Media

    Counselors consider how lack of visual and vocal cues online may cause misunderstandings and discuss this with clients.

H.5Records and Web Maintenance4 codes

Electronic records and counseling websites are kept secure, accurate, and accessible.

  • H.5.a
    Records

    Counselors keep electronic records according to law and tell clients how records are stored, secured, and how long they are kept.

  • H.5.b
    Client Rights

    Counselors who offer services through websites give clients information such as how to contact licensure boards to protect their rights.

  • H.5.c
    Electronic Links

    Counselors regularly check that links on their websites work and are professionally appropriate.

  • H.5.d
    Multicultural and Disability Considerations

    Counselors who maintain websites make them accessible to people with disabilities and provide translation or other accommodations for people who speak other languages when feasible.

H.6Social Media4 codes

Counselors keep professional and personal social media separate and protect client privacy online.

  • H.6.a
    Virtual Professional Presence

    Counselors who want both personal and professional social media keep separate pages and profiles for each.

  • H.6.b
    Social Media as Part of Informed Consent

    Counselors explain to clients, as part of informed consent, the benefits, limits, and boundaries of social media use.

  • H.6.c
    Client Virtual Presence

    Counselors respect clients' privacy on social media and do not look up a client's social media without consent.

  • H.6.d
    Use of Public Social Media

    Counselors take precautions to avoid revealing confidential information through public social media.

I

Section I: Resolving Ethical Issues

3 standards

Counselors behave ethically and legally, recognize that client welfare and public trust depend on high professional standards, and try to resolve ethical problems directly with colleagues when possible, seeking help from ethics committees when needed. Violations may lead to sanctions.

I.1Standards and the Law3 codes

Counselors know the code and laws, use a decision-making process, and handle conflicts between ethics and law.

  • I.1.a
    Knowledge

    Counselors know and understand the ACA Code of Ethics and other applicable codes, and not knowing or misunderstanding a standard does not excuse unethical conduct.

  • I.1.b
    Ethical Decision Making

    When facing an ethical dilemma, counselors use and document a credible ethical decision-making process, which may include consultation and considering relevant standards and principles.

  • I.1.c
    Conflicts Between Ethics and Laws

    When ethics conflict with law or regulation, counselors make known their commitment to the code and try to resolve the conflict; if it cannot be resolved, they may follow the law.

I.2Suspected Violations6 codes

Counselors address suspected colleague violations, often informally first, and do not misuse the complaint process.

  • I.2.a
    Informal Resolution

    If counselors believe a colleague is acting unethically, they first try to resolve it informally with that colleague when appropriate and when confidentiality is not violated.

  • I.2.b
    Reporting Ethical Violations

    If an apparent violation has caused or is likely to cause substantial harm, or informal resolution is not appropriate or fails, counselors take further action such as reporting to ethics committees or licensing boards, unless it would violate confidentiality.

  • I.2.c
    Consultation

    When uncertain whether a situation violates the code, counselors consult with knowledgeable colleagues, supervisors, or appropriate authorities such as ACA's ethics staff.

  • I.2.d
    Organizational Conflicts

    If an employer's demands conflict with the code, counselors identify the conflict, express their commitment to the code, and try to resolve it within the organization.

  • I.2.e
    Unwarranted Complaints

    Counselors do not start, join, or encourage ethics complaints that are retaliatory or made with reckless disregard of facts that would disprove them.

  • I.2.f
    Unfair Discrimination Against Complainants and Respondents

    Counselors do not deny people jobs, advancement, admission, tenure, or promotion simply because they filed or were the subject of an ethics complaint.

I.3Cooperation With Ethics Committeesno sub-codes

Counselors support enforcement of the code by cooperating with investigations and proceedings of ACA's Ethics Committee and other duly constituted ethics bodies.

Making an ethical decision

Standard I.1.b asks counselors to use a credible decision-making model. A common one is Forester-Miller and Davis's Practitioner's Guide to Ethical Decision Making:

  1. Identify the problem: gather the facts and decide whether the issue is ethical, legal, clinical, professional, or a mix.
  2. Apply the ACA Code of Ethics: check whether a specific standard resolves the issue.
  3. Determine the nature and dimensions of the dilemma: weigh the moral principles (autonomy, nonmaleficence, beneficence, justice, fidelity, veracity), review the professional literature, and consult colleagues or supervisors (and state or national associations if needed).
  4. Generate potential courses of action: brainstorm as many options as possible.
  5. Consider the potential consequences of all options and determine a course of action: evaluate each option's effects on everyone involved and choose the best one.
  6. Evaluate the selected course of action: apply the tests of justice (would I treat others the same way?), publicity (would I be comfortable if it were reported in the press?), and universality (would I recommend it to another counselor in the same situation?).
  7. Implement the course of action: carry it out, then follow up to see whether it had the expected effect.

Purpose of the Code

The Code sets out ethical obligations and guidance for ACA members and names the ethical issues most relevant to counselors and counselors-in-training, including the responsibilities they share with the profession. It supports ACA's mission, helps counselors choose courses of action that best serve the people they work with, and is the basis for ACA's handling of ethics inquiries and complaints. It is organized into nine sections (A-I) plus a glossary, and expects counselors to use a credible ethical decision-making process when standards conflict or are silent.

Practice: which code applies?

Scenario 1 A client invites her counselor to attend her college graduation ceremony, a milestone they worked toward together in counseling.

A.6.b Attending would extend a counseling boundary. The counselor should weigh the risks and benefits, discuss it with the client, consider consultation, and document the reason and any safeguards (A.6.b, with documentation under A.6.c) before deciding.

Scenario 2 During a session, a client tells his counselor that he plans to seriously hurt his former coworker tomorrow and names him and describes a plan.

B.2.a Confidentiality does not apply when disclosure is needed to protect clearly identifiable people from serious and foreseeable harm. The counselor should consult, follow state duty-to-warn/protect laws, and disclose only what is essential (see also B.2.e).

Scenario 3 A counselor holds strong personal religious beliefs that conflict with a client's plan to divorce and wants to refer the client elsewhere for that reason alone.

A.11.b Counselors may not refer clients based solely on the counselor's personal values. The counselor should bracket their values (A.4.b), seek training or consultation, and continue serving the client competently.

Scenario 4 A counselor notices that a current client has sent a friend request on the counselor's personal Facebook account.

A.5.e Personal virtual relationships with current clients are prohibited. The counselor should decline the request and discuss social media boundaries with the client, ideally as already set out in informed consent (H.6.b).

Scenario 5 A counseling intern realizes she is struggling with severe grief after a family death and is having trouble concentrating in sessions.

F.5.b Students and supervisees must watch for impairment, tell their supervisor, and step back from providing services when impairment could harm clients, while getting support for themselves.

Glossary of key terms (41)
Advocacy
Speaking up or acting on behalf of clients to remove barriers that block their access, growth, and development.
Assent
A person's agreement to take part in services or research when they cannot legally give full informed consent (for example, a child).
Assessment
Gathering and evaluating information about a person for a specific purpose using tests, interviews, and other methods.
Bartering
Accepting goods or services from a client instead of money as payment.
Client
A person who has entered a counseling relationship with a counselor.
Confidentiality
The counselor's ethical duty to protect what clients share from being disclosed without permission.
Consultation
A collaborative process in which professionals seek help or advice from one another about a case or professional issue.
Counseling
A professional relationship that helps individuals, families, and groups reach mental health, wellness, education, and career goals.
Counselor Educator
A counselor whose main role is training and teaching future counselors.
Counselor Supervisor
A professional counselor who oversees and guides the work of supervisees and trainees.
Culture
The shared beliefs, values, practices, and identities of a group that shape how its members see the world.
Discrimination
Treating people unfairly or differently because of the group they belong to.
Distance Counseling
Counseling delivered through technology (phone, video, text, email) rather than in person.
Examinee
A person who takes a test or assessment.
Forensic Evaluation
An assessment carried out to answer questions for a court or legal proceeding.
Gatekeeping
Educators' and supervisors' ongoing responsibility to judge whether trainees are fit and competent to enter the profession.
Impairment
A decline in a counselor's functioning, from physical, mental, or emotional problems, that reduces their ability to serve clients well.
Informed Consent
A client's voluntary agreement to services after being told, in understandable terms, what the services involve, including risks, benefits, and limits.
Instrument
A tool, such as a test, inventory, or scale, used to gather assessment information.
Interdisciplinary Teamwork
Professionals from different disciplines working together to serve a client.
Materials
Things such as documents, recordings, and test results that relate to a client or research participant.
Multicultural/Diversity Competence
A counselor's awareness, knowledge, and skills for working effectively with people from diverse cultural backgrounds.
Multicultural/Diversity Counseling
Counseling that recognizes diversity and uses culturally appropriate approaches to support each person's worth and potential.
Personal Virtual Relationship
A non-professional relationship carried on through technology or social media (for example, friending a client).
Privacy
A person's right to decide what personal information is shared, when, and with whom.
Privilege
A legal protection that keeps certain confidential communications from being required as evidence in court without the client's consent.
Pro bono publico
Professional work done for the public good at little or no cost.
Professional Virtual Relationship
A relationship carried on through technology that stays within professional boundaries.
Records
Any information about a client, in any format, kept by the counselor.
Records of an Artistic Nature
Client creations, such as artwork or writing, produced as part of the counseling process.
Scope of Practice
The range of services a counselor is legally allowed and professionally qualified to provide.
Sexual Harassment
Unwelcome sexual advances, requests, or conduct that is offensive or creates a hostile environment.
Social Justice
Promoting fairness and equity for individuals and groups and working to end oppression.
Social Media
Online platforms people use to create and share content and communicate with others.
Student
A person enrolled in a formal counselor education program.
Supervisee
A counselor or trainee whose work is overseen by a supervisor.
Supervisor
A professional who oversees a supervisee's work to support skill development and protect clients.
Teaching
Formal instruction of students in counselor education.
Telecommunication
Communicating at a distance using technology such as phone, video, or internet.
Training
Instruction and supervised practice aimed at building counseling knowledge and skills.
Virtual Relationship
Any relationship conducted primarily through technology or social media.

▶ Watch

🔗 Official and open resources

📖 Recent research on counseling ethics

The ACA Code of Ethics is © 2014 American Counseling Association. Codes and titles are listed for reference; the explanations are Doc Lobe's own plain-language summaries, not the Code's wording. Always read the official text before applying a standard.

Learn more

Videos and open readings

▶ Watch

📖 Read (open access)

References

  1. Alzheimer's Association. (2025). 2025 Alzheimer's disease facts and figures. https://www.alz.org/alzheimers-dementia/facts-figures
  2. American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787
  3. American Psychiatric Association. (2022). DSM-5-TR update: Supplement to Diagnostic and statistical manual of mental disorders, fifth edition, text revision (September 2022). https://www.psychiatry.org/getmedia/304e9a98-ca5c-4e04-97d7-30b4756705eb/APA-DSM5TR-Update-September-2022.pdf
  4. American Psychiatric Association. (2022). Listing of DSM-5-TR diagnoses and new ICD-10-CM codes (effective October 1, 2022). https://www.psychiatry.org/getmedia/de1bf4c9-c75e-4e89-add8-3dd6e9c29de9/APA-DSM5TR-ICD10CM-Code-Updates-092022.pdf
  5. American Psychiatric Association. (2022). Listing of DSM-5-TR diagnoses and updated ICD-10-CM codes (effective October 1, 2022). https://www.psychiatry.org/getmedia/de1bf4c9-c75e-4e89-add8-3dd6e9c29de9/APA-DSM5TR-ICD10CM-Code-Updates-092022.pdf
  6. American Psychiatric Association. (2023). Listing of ICD-10-CM coding updates in DSM-5-TR (effective October 1, 2023). https://www.psychiatry.org/getmedia/d2895a89-d0e6-46f9-a024-253a64667131/APA-DSM5TR-ICD10CM-Code-Updates-092023.pdf
  7. American Psychiatric Association. (2024). DSM-5-TR update: Supplement to Diagnostic and statistical manual of mental disorders, fifth edition, text revision (September 2024). https://www.psychiatry.org/getmedia/2ed086b0-ec88-42ec-aa0e-f442e4af74e6/APA-DSM5TR-Update-September-2024.pdf
  8. American Psychiatric Association. (2024). Listing of DSM-5-TR diagnoses and updated ICD-10-CM codes (effective October 1, 2024). https://www.psychiatry.org/getmedia/172db6ec-8146-4bb4-be2a-49e9c61bcc94/APA-DSM5TR-ICD10CM-Code-Updates-092024.pdf
  9. American Psychiatric Association. (2025). DSM-5-TR update: Supplement to Diagnostic and statistical manual of mental disorders, fifth edition, text revision (September 2025). https://www.psychiatry.org/getmedia/b68a5776-f88c-45c7-9535-fd219d7aa5cb/APA-DSM5TR-Update-September-2025.pdf
  10. American Psychiatric Association. (2026, January 28). APA releases roadmap for the future of the DSM [News release]. https://www.psychiatry.org/news-room/news-releases/apa-releases-roadmap-for-future-of-dsm
  11. American Psychiatric Association. (n.d.). Changes to ICD-10-CM codes for DSM-5-TR diagnoses. https://www.psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/dsm5tr-code-updates
  12. American Psychiatric Association. (n.d.). Changes to ICD-10-CM codes for DSM-5-TR diagnoses. Retrieved September 24, 2026, from https://www.psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/dsm5tr-code-updates
  13. American Psychiatric Association. (n.d.). DSM. Retrieved September 24, 2026, from https://www.psychiatry.org/psychiatrists/practice/dsm
  14. Centers for Disease Control and Prevention. (2024). About Creutzfeldt-Jakob disease. https://www.cdc.gov/creutzfeldt-jakob/about/index.html
  15. Centers for Disease Control and Prevention. (2024). Suicide data and statistics. https://www.cdc.gov/suicide/facts/data.html
  16. Centers for Medicare & Medicaid Services. (2025). 2026 ICD-10-CM. https://www.cms.gov/medicare/coding-billing/icd-10-codes
  17. First, M. B., Clarke, D. E., Yousif, L., Eng, A. M., Gogtay, N., & Appelbaum, P. S. (2023). DSM-5-TR: Rationale, process, and overview of changes. Psychiatric Services, 74(8), 869-875. https://doi.org/10.1176/appi.ps.20220334
  18. First, M. B., Yousif, L. H., Clarke, D. E., Wang, P. S., Gogtay, N., & Appelbaum, P. S. (2022). DSM-5-TR: Overview of what's new and what's changed. World Psychiatry, 21(2), 218-219. https://doi.org/10.1002/wps.20989
  19. Francois, Z., & Torrico, T. J. (2024). Schizotypal personality disorder. In StatPearls. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK603720/
  20. Grant, J. E., & Chamberlain, S. R. (2020). Prevalence of skin picking (excoriation) disorder. Journal of Psychiatric Research, 130, 57-60. https://doi.org/10.1016/j.jpsychires.2020.06.033
  21. Herman, J. L., Flores, A. R., & O'Neill, K. K. (2022). How many adults and youth identify as transgender in the United States? Williams Institute, UCLA School of Law. https://williamsinstitute.law.ucla.edu/publications/trans-adults-united-states/
  22. ICD10Data.com. (2025). 2026 ICD-10-CM diagnosis codes. https://www.icd10data.com/ICD10CM/Codes/F01-F99
  23. ICD10Data.com. (2026). 2026 ICD-10-CM codes F50*: Eating disorders. https://www.icd10data.com/ICD10CM/Codes/F01-F99/F50-F59/F50-
  24. Kawa, S., & Giordano, J. (2012). A brief historicity of the Diagnostic and Statistical Manual of Mental Disorders: Issues and implications for the future of psychiatric canon and practice. Philosophy, Ethics, and Humanities in Medicine, 7, 2. https://doi.org/10.1186/1747-5341-7-2
  25. Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., & Walters, E. E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62(6), 593-602. https://doi.org/10.1001/archpsyc.62.6.593
  26. Kotov, R., Krueger, R. F., Watson, D., Achenbach, T. M., Althoff, R. R., Bagby, R. M., Brown, T. A., Carpenter, W. T., Caspi, A., Clark, L. A., Eaton, N. R., Forbes, M. K., Forbush, K. T., Goldberg, D., Hasin, D., Hyman, S. E., Ivanova, M. Y., Lynam, D. R., Markon, K., ... Zimmerman, M. (2017). The Hierarchical Taxonomy of Psychopathology (HiTOP): A dimensional alternative to traditional nosologies. Journal of Abnormal Psychology, 126(4), 454-477. https://doi.org/10.1037/abn0000258
  27. Lundorff, M., Holmgren, H., Zachariae, R., Farver-Vestergaard, I., & O'Connor, M. (2017). Prevalence of prolonged grief disorder in adult bereavement: A systematic review and meta-analysis. Journal of Affective Disorders, 212, 138-149. https://doi.org/10.1016/j.jad.2017.01.030
  28. National Institute of Mental Health. (n.d.). Research Domain Criteria (RDoC). https://www.nimh.nih.gov/research/research-funded-by-nimh/rdoc
  29. Oquendo, M. A., Abi-Dargham, A., Alpert, J. E., Benton, T. D., Clarke, D. E., Compton, W. M., Drexler, K., Fung, K. P., Kas, M. J. H., Malaspina, D., O'Keefe, V. M., Öngür, D., Wainberg, M. L., Yonkers, K. A., Yousif, L., & Gogtay, N. (2026). Initial strategy for the future of DSM. American Journal of Psychiatry, 183(5), 292-300. https://doi.org/10.1176/appi.ajp.20250878
  30. Rabbitt, M. P., Reed-Jones, M., Hales, L. J., & Burke, M. P. (2024). Household food security in the United States in 2023 (ERR-337). USDA Economic Research Service. https://www.ers.usda.gov/publications/pub-details?pubid=109895
  31. Shaw, K. A., Williams, S., Patrick, M. E., et al. (2025). Prevalence and early identification of autism spectrum disorder among children aged 4 and 8 years: Autism and Developmental Disabilities Monitoring Network, 16 sites, United States, 2022. MMWR Surveillance Summaries, 74(2), 1-22. https://www.cdc.gov/mmwr/volumes/74/ss/ss7402a1.htm
  32. Solmi, M., Pigato, G. G., Roiter, B., Guaglianone, A., Martini, L., Fornaro, M., et al. (2018). Prevalence of catatonia and its moderators in clinical samples: Results from a meta-analysis and meta-regression analysis. Schizophrenia Bulletin, 44(5), 1133-1150. https://doi.org/10.1093/schbul/sbx157
  33. Substance Abuse and Mental Health Services Administration. (2016). DSM-5 changes: Implications for child serious emotional disturbance. https://www.ncbi.nlm.nih.gov/books/NBK519712/
  34. Substance Abuse and Mental Health Services Administration. (2024). Key substance use and mental health indicators in the United States: Results from the 2023 National Survey on Drug Use and Health. https://www.samhsa.gov/data/report/2023-nsduh-annual-national-report
  35. Surís, A., Holliday, R., & North, C. S. (2016). The evolution of the classification of psychiatric disorders. Behavioral Sciences, 6(1), 5. https://doi.org/10.3390/bs6010005
  36. Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40(6), 1245-1260. https://doi.org/10.1044/jslhr.4006.1245
  37. U.S. Department of Health and Human Services, Administration for Children and Families. (2024). Child maltreatment 2022. https://www.acf.hhs.gov/cb/data-research/child-maltreatment
  38. U.S. Department of Housing and Urban Development. (2024). The 2024 annual homelessness assessment report (AHAR) to Congress, Part 1. https://www.huduser.gov/portal/datasets/ahar.html