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Student's Guide to Assessment and Diagnosis Using the ICD-10-CM: Psychological and Behavioral Conditions

by Jack Schaffer and Emil Rodolfa American Psychological Association
Pub Date:
Pbk 225 pages
AU$72.00 NZ$74.78
Product Status: In Stock Now
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& Academics:
In the United States, psychologists are in the process of adapting to the World Health Organization's International Classification of Diseases (ICD), the 10th edition of which was recently integrated — with clinical modifications (ICD-10-CM) — into the U.S. healthcare system. This transition also affects graduate students, interns, and trainees in psychology who are just learning the basics of assessment and diagnosis, as well as their instructors who may be adjusting to this new diagnostic system.


This easy-to-read guide — optimized for implementation in the classroom — teaches students a straightforward conceptual framework for assessment and diagnosis with the ICD-10-CM as its foundation.


The authors begin with a brief primer on the ICD-10-CM, demonstrating how to interpret diagnostic codes and use them as guides for critical thinking. Common challenges, errors, and biases involved with assessing clients and making diagnoses are also discussed.


At the core of the book are three detailed case examples, each one given special attention in its own chapter. Each client illustrates a common yet very different clinical scenario. These cases demonstrate how to collect and interpret data to formulate possible diagnoses. Potential ethical and risk management issues are examined, as are considerations for developing an intervention plan.


The book ends with a review of other key resources related to assessment, diagnosis, and the ICD-10-CM.





    1. The ICD–10: A Primer

    2. Psychological Assessment: The Foundation for Diagnosis

    3. Making a Diagnosis

    4. Using the ICD–10–CM: Case 1 — Lynn

    5. Using the ICD–10–CM: Case 2 — John Smith

    6. Using the ICD–10–CM: Case 3 — Anne Sanchez

    7. Ethics of Assessment — Protecting Your Patients

    8. Risk Management — Protecting Your Patients and Yourself

    9. Disposition — The Assessment Is Done, What's Next?

    10. Resources — To Prepare for the Work of a Psychologist

Appendix A: Interview Protocol

Appendix B: Relevant Forms



Jack Schaffer, PhD, spent 17 years in independent practice and 16 years as faculty in two medical schools and a professional school. His private practice specialized in clinical and neuropsychological assessments and psychotherapy with adults and families. He received his doctorate in clinical psychology from The University of North Dakota and is certified by the American Board of Professional Psychology in clinical psychology and clinical health psychology. He is a fellow and past president of the Association of State and Provincial Psychology Boards and a past chair of the State of Minnesota Board of Psychology. He currently serves on APA's Commission on Accreditation. Dr. Schaffer's professional interests include psychological assessment, defining and assessing professional competence, and ethical and legal issues. He enjoys woodworking, bicycling, and spending time with his wife, his two children, and four grandchildren.


Emil Rodolfa, PhD, is a professor of psychology at Alliant International University's California School of Professional Psychology (CSPP) in Sacramento. He received his doctorate from Texas A&M University and was training director and director of the University of California Counseling and Psychological Services prior to joining the faculty at CSPP.

He is the founding editor of Training and Education in Professional Psychology and was associate editor of Professional Psychology: Research and Practice. Dr. Rodolfa is a fellow of APA, a fellow and past president of the Association of State and Provincial Psychology Boards, a Board Member Emeritus and past chair of the Association of Psychology Postdoctoral and Internship Centers, and a past president of the State of California Board of Psychology.

His professional interests include defining and assessing professional competence; ethical and legal issues; supervision and training, college student mental health, and the assessment and treatment of anxiety and depression. He enjoys spending time with his family, playing horseshoes and BBQing (some might call it grilling) at his cabin in the mountains.