Diagnosis assumes an important role in the delivery of mental health services for African American children. In addition, diagnosis has implications for emotional and cognitive development as well as for racial socialization. To no surprise, understanding family and community processes is also relevant. This article first reviews the history of concerns related to diagnosis, specifically application of DSM-IH-R principles to African Americans. Clinician-related barriers common to diagnosis are then discussed, and an alternative diagnostic paradigm is provided. Finally, recommendations are offeredfor enhancing the diagnostic process with African American children.
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