The analytic tradition resides at the heart of the diagnostic process—this is the justification for cutting up the frog. An important assumption is made that by breaking up any entity into its parts and analyzing the ways in which these parts interact will yield important knowledge about this entity. Furthermore (and here is where diagnosis plays a central role), each of the parts as well as the whole is provided with a label and placed in a hierarchical category that should increase prediction (and hopefully control) of the entity in the future.
When the entity is a human being, who is suffering from some emotional or mental dysfunction, the diagnosis is directed toward labeling (categorizing) the dysfunction, which allows for better selection of treatment modalities and probably outcomes of this treatment (if it has been successful). The breaking into parts comes with an analysis of the specific predispositions (inherited/genetic or pre-birth) or events (usually early childhood) that precipitated the current dysfunction.
Typically, the predispositions and events are “analyzed” by consideration being given to their relative importance in influencing the current dysfunction and to the ways in which these predispositions and events interact to create the current dysfunction. A holistic description of the dysfunction is typically discounted: it is simply not enough to say that the person being diagnosed is “unhappy”, “confused”, “pessimistic” or (worse yet) “spiritually adrift.”
The diagnostic process is also deeply saturated with American pragmatism. We diagnose not some much to understand as to predict and control. It is always nice to gain a full understanding of the conditions leading up to a current pathology—as is the want of traditional psychoanalysts (who often are not very fond of DSM or other diagnostic tools). It is critical, however, that a decision is made based on valid and useful information gathering through a diagnostic process—as is the want of more contemporary psychotherapist engaging in various forms of cognitive-behavioral therapy (who are usually more accepting of DSM and other diagnostic processes, especially if this process yields objective, quantifiable outcome measures).
