Abnormal psychology an integrative approach eighth edition david h. barlow - Download the ebook tod
Abnormal Psychology An Integrative Approach Eighth Edition David H. Barlow
Visit to download the full and correct content document: https://textbookfull.com/product/abnormal-psychology-an-integrative-approach-eighthedition-david-h-barlow/
More products digital (pdf, epub, mobi) instant download maybe you interests ...
But the right way to go about it isn’t always so obvious. Go digital to get the grades. MindTap’s customizable study tools and eTextbook give you everything you need all in one place.
Engage with your course content, enjoy the flexibility of studying anytime and anywhere, stay connected to assignment due dates and instructor notifications with the MindTap Mobile app... and most of all…EARN BETTER GRADES.
Abnormal Psychology
An Integr A t I ve Appro A ch
David H.
Barlow
Boston Univ E rsity
V. Mark Durand
Univ E rsity of s o U th f lorida– s t. P E t E rs BU rg
Stefan G. Hofmann
Boston Univ E rsity
Abnormal Psychology: An Integrative Approach, Eighth Edition
David H. Barlow, V. Mark Durand, Stefan G. Hofmann
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner.
For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1-800-354-9706. For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions Further permissions questions can be e-mailed to permissionrequest@cengage.com
Library of Congress Control Number: 2016950499
Student Edition:
ISBN: 978-1-305-95044-3
Loose-leaf Edition: ISBN: 978-1-337-27721-1
Cengage Learning
20 Channel Center Street Boston, MA 02210
USA
Cengage Learning is a leading provider of customized learning solutions with employees residing in nearly 40 different countries and sales in more than 125 countries around the world. Find your local representative at www.cengage.com
Cengage Learning products are represented in Canada by Nelson Education, Ltd.
To learn more about Cengage Learning Solutions, visit www.cengage.com
Purchase any of our products at your local college store or at our preferred online store www.cengagebrain.com Printed in Canada Print Number: 01 Print Year: 2016
To my mother, Doris Elinor Barlow-Lanigan, for her multidimensional influence across my life span.
d h. B.
To Wendy and Jonathan, whose patience, understanding, and love provided me the opportunity to complete such an ambitious project.
v. M. d
To Benjamin and Lukas for helping me integrate the many dimensions of life.
s g h
About the Authors
David H. Barlow is an internationally recognized pioneer and leader in clinical psychology. Currently Professor Emeritus of Psychology and Psychiatry at Boston University, Dr. Barlow is Founder and Director Emeritus of the Center for Anxiety and Related Disorders, one of the largest research clinics of its kind in the world. From 1996 to 2004, he directed the clinical psychology programs at Boston University. From 1979 to 1996, he was distinguished professor at the University at Albany–State University of New York. From 1975 to 1979, he was professor of psychiatry and psychology at Brown University, where he also founded the clinical psychology internship program. From 1969 to 1975, he was professor of psychiatry at the University of Mississippi Medical Center, where he founded the psychology residency program. Dr. Barlow received his B.A. from the University of Notre Dame, his M.A. from Boston College, and his Ph.D. from the University of Vermont.
A fellow of every major psychological association, Dr. Barlow has received many awards in honor of his excellence in scholarship, including the National Institute of Mental Health Merit Award for his longterm contributions to the clinical research effort; the Distinguished Scientist Award for applications of psychology from the American Psychological Association; and the James McKeen Cattell Fellow Award from the Association for Psychological Science honoring individuals for their lifetime of significant intellectual achievements in applied psychological research. Other awards include the Distinguished Scientist Award from the Society of Clinical Psychology of the American Psychological Association and a certificate of appreciation from the APA section on the clinical psychology of women for “outstanding commitment to the advancement of women in psychology.” He was awarded an Honorary Doctorate of Science from the University of Vermont, an Honorary Doctorate of Humane Letters from William James College, as well as the C. Charles Burlingame Award from the Institute of Living in Hartford Connecticut “for his outstanding leadership in research, education, and clinical care.” In 2014 he was awarded a Presidential Citation
from the American Psychological Association “for his lifelong dedication and passion for advancing psychology through science, education, training, and practice.”
He also has received career/lifetime contribution awards from the Massachusetts, Connecticut, and California Psychological Associations, as well as the University of Mississippi Medical Center and the Association for Behavioral and Cognitive Therapies. In 2000, he was named Honorary Visiting Professor at the Chinese People’s Liberation Army General Hospital and Postgraduate Medical School in Beijing, China, and in 2015 was named Honorary President of the Canadian Psychological Association. In addition, the annual Grand Rounds in Clinical Psychology at Brown University was named in his honor. During the 1997–1998 academic year, he was Fritz Redlich Fellow at the Center for Advanced Study in the Behavioral Sciences in Palo Alto, California. His research has been continually funded by the National Institute of Mental Health for over 40 years.
Dr. Barlow has edited several journals including Clinical Psychology: Science and Practice and Behavior Therapy, has served on the editorial boards of more than 20 different journals, and is currently Editor in Chief of the “Treatments that Work” series for Oxford University Press. He has published more than 600 scholarly articles and written or edited more than 75 books and clinical manuals, including Anxiety and Its Disorders, 2nd edition, Guilford Press; Clinical Handbook of Psychological Disorders: A Step-by-Step Treatment Manual, 5th edition, Guilford Press; Single-Case Experimental Designs: Strategies for Studying Behavior Change, 3rd edition, Allyn & Bacon (with Matthew Nock and Michael Hersen); The Scientist–Practitioner: Research and Accountability in the Age of Managed Care, 2nd edition, Allyn & Bacon (with Steve Hayes and Rosemary NelsonGray); Mastery of Your Anxiety and Panic, Oxford University Press (with Michelle Craske); and, more recently, The Unified Protocol for Transdiagnostic Treatment of Emotional Disorders with the Unified Team at BU. The books and manuals have been translated into more than 20 languages, including Arabic, Chinese, and Russian.
Dr. Barlow was one of three psychologists on the task force that was responsible for reviewing the work of more than 1,000 mental health professionals who participated in the creation of DSM-IV, and he continued on as an Advisor to the DSM-5 task force. He also chaired the APA task force on Psychological Intervention Guidelines, which created a template for the creation of clinical practice guidelines. His current research program focuses on the nature and treatment of anxiety and related emotional disorders.
At leisure he plays golf, skis, and retreats to his home on Nantucket Island, where he loves to write, walk on the beach, and visit with his island friends.
V. Mark Durand is known worldwide as an authority in the area of autism spectrum disorder. He is a professor of psychology at the University of South Florida–St. Petersburg, where he was the founding Dean of Arts & Sciences and Vice Chancellor for Academic Affairs. Dr. Durand is a fellow of the American Psychological Association. He has received more than $4 million in federal funding since the beginning of his career to study the nature, assessment, and treatment of behavior problems in children with disabilities. Before moving to Florida, he served in a variety of leadership positions at the University at Albany, including associate director for clinical training for the doctoral psychology program from 1987 to 1990, chair of the psychology department from 1995 to 1998, and interim dean of Arts and Sciences from 2001 to 2002. There he established the Center for Autism and Related Disabilities at the University at Albany–SUNY. He received his B.A., M.A., and Ph.D.—all in psychology—at the State University of New York–Stony Brook.
Dr. Durand was awarded the University Award for Excellence in Teaching at SUNY–Albany in 1991 and was given the Chancellor’s Award for Excellence in Research and Creative Scholarship at the University of South Florida–St. Petersburg in 2007. He was named a 2014 Princeton Lecture Series Fellow and received the 2015 Jacobson Award for Critical Thinking from
the American Psychological Association for his body of work in the field of autism spectrum disorder. Dr. Durand was elected to serve as President of the American Psychological Association’s Division 33 (Intellectual and Developmental Disabilities/Autism Spectrum Disorders) for 2019. Dr. Durand is currently a member of the Professional Advisory Board for the Autism Society of America and was on the board of directors of the International Association of Positive Behavioral Support. He was coeditor of the Journal of Positive Behavior Interventions, serves on a number of editorial boards, and has more than 125 publications on functional communication, educational programming, and behavior therapy. His books include Severe Behavior Problems: A Functional Communication Training Approach; Sleep Better! A Guide to Improving Sleep for Children with Special Needs; Helping Parents with Challenging Children: Positive Family Intervention; the multiple national award winning Optimistic Parenting: Hope and Help for You and Your Challenging Child; and most recently Autism Spectrum Disorder: A Clinical Guide for General Practitioners.
Dr. Durand developed a unique treatment for severe behavior problems that is currently mandated by states across the country and is used worldwide. He also developed an assessment tool that is used internationally and has been translated into more than 15 languages. Most recently he developed an innovative approach to help families work with their challenging child (Optimistic Parenting), which was validated in a 5year clinical trial. He has been consulted by the departments of education in numerous states and by the U.S. Departments of Justice and Education. His current research program includes the study of prevention models and treatments for such serious problems as selfinjurious behavior.
In his leisure time, he enjoys longdistance running and has completed three marathons.
Stefan G. Hofmann
is an international expert on psychotherapy for emotional disorders. He is a professor of psychology at Boston University, where he directs the Psychotherapy and Emotion Research Laboratory. He was born in a little town near Stuttgart in Germany, which may explain his thick German accent. He studied psychology at the University of Marburg, Germany, where he received his B.A., M.S., and Ph.D.
A brief dissertation fellowship to spend some time at Stanford University turned into a longer research career in the United States. He eventually moved to the United States in 1994 to join Dr. Barlow’s team at the University at Albany–State University of New York, and has been living in Boston since 1996.
Dr. Hofmann has an actively funded research program studying various aspects of emotional disorders with a particular emphasis on anxiety disorders, cognitive behavioral therapy, and neuroscience. More recently, he has been interested in mindfulness approaches, such as yoga and meditation practices, as treatment strategies of
emotional disorders. Furthermore, he has been one of the leaders in translational research methods to enhance the efficacy of psychotherapy and to predict treatment outcome using neuroscience methods.
He has won many prestigious professional awards, including the Aaron T. Beck Award for Significant and Enduring Contributions to the Field of Cognitive Therapy by the Academy of Cognitive Therapy. He is a fellow of the American Psychological Association and the Association for Psychological Science and was president of various national and international professional societies, including the Association for Behavioral and Cognitive Therapies and the International Association for Cognitive Psychotherapy. He was an advisor to the DSM-5 Development Process and a member of the DSM-5 Anxiety Disorder SubWork Group. As part of this, he participated in the discussions about the revisions of the DSM-5 criteria for various anxiety disorders, especially social anxiety disorder, panic disorder, and agoraphobia. Dr. Hofmann is a Thomson Reuters’ Highly Cited Researcher.
Dr. Hofmann has been the editor in chief of Cognitive Therapy and Research and is also the incoming Associate Editor of Clinical Psychological Science. He has published more than 300 peerreviewed journal articles and 15 books, including An Introduction of Modern CBT (WileyBlackwell) and Emotion in Therapy (Guilford Press).
At leisure, he enjoys playing with his sons. He likes traveling to immerse himself into new cultures, make new friends, and reconnect with old ones. When time permits, he occasionally gets out his flute.
Understanding Psychopathology 3
What Is a Psychological Disorder? / 4
The Science of Psychopathology / 6
Historical Conceptions of Abnormal Behavior / 9
The Supernatural Tradition 9
Demons and Witches / 10
Stress and Melancholy / 10
Treatments for Possession / 11
Mass Hysteria / 11
Modern Mass Hysteria / 12
The Moon and the Stars / 12
Comments / 12
The Biological Tradition 13
Hippocrates and Galen / 13
The 19th Century / 14
The Development of Biological Treatments / 15
Consequences of the Biological Tradition / 16
The Psychological Tradition 16
Moral Therapy / 16
Asylum Reform and the Decline of Moral Therapy / 17
Psychoanalytic Theory / 18
Humanistic Theory / 23
The Behavioral Model / 24
The Present: The Scientific Method and an Integrative Approach 27
Summary 28
Key Terms 29 Answers to Concept Checks 29
One-Dimensional versus Multidimensional Models 33
What Caused Judy’s Phobia? / 33
Outcome and Comments / 35
Genetic Contributions to Psychopathology 36
The Nature of Genes / 36 New Developments in the Study of Genes and Behavior / 37
The Interaction of Genes and the Environment / 38
Epigenetics and the Nongenomic “Inheritance” of Behavior / 41
Neuroscience and Its Contributions to Psychopathology 42
The Central Nervous System / 43
The Structure of the Brain / 44
The Peripheral Nervous System / 47
Neurotransmitters / 49
Implications for Psychopathology / 53
Psychosocial Influences on Brain Structure and Function / 54
Interactions of Psychosocial Factors and Neurotransmitter Systems / 56
Psychosocial Effects on the Development of Brain Structure and Function / 57
Comments / 58
Behavioral and Cognitive Science 58
Conditioning and Cognitive Processes / 58
Learned Helplessness / 59
Social Learning / 60
Prepared Learning / 60
Cognitive Science and the Unconscious / 61
3
Emotions 62
The Physiology and Purpose of Fear / 62
Emotional Phenomena / 62
The Components of Emotion / 63
Anger and Your Heart / 64
Emotions and Psychopathology / 65
Cultural, Social, and Interpersonal Factors 65
Voodoo, the Evil Eye, and Other Fears / 65
Gender / 66
Social Effects on Health and Behavior / 67
Global Incidence of Psychological Disorders / 69
Life-Span Development 69
Conclusions 70
Summary 72
Key Terms 73
Answers to Concept Checks 73
Clinical Assessment and Diagnosis 74
Assessing Psychological Disorders 75
Key Concepts in Assessment / 77
The Clinical Interview / 78
Physical Examination / 80
Behavioral Assessment / 80
Psychological Testing / 84
Neuropsychological Testing / 88
Neuroimaging: Pictures of the Brain / 89
Psychophysiological Assessment / 90
Diagnosing Psychological Disorders 92
Classification Issues / 92
Diagnosis before 1980 / 95
4
Research Methods 104
Examining Abnormal Behavior 105
Important Concepts / 105
Basic Components of a Research Study / 106
Statistical versus Clinical Significance / 108
The “Average” Client / 108
Types of Research Methods 108
Studying Individual Cases / 109
Research by Correlation / 109
Research by Experiment / 111
Single-Case Experimental Designs / 113
DSM-III and DSM-III-R / 95
DSM-IV and DSM-IV-TR / 96
DSM-5 / 96
Creating a Diagnosis / 99
Beyond DSM-5: Dimensions and Spectra / 101
Summary 103
Key Terms 103 Answers to Concept Checks 103
Genetics and Behavior across Time and Cultures 116
Studying Genetics / 117
Studying Behavior over Time / 119
Studying Behavior across Cultures / 121 Power of a Program of Research / 122
Replication / 123
Research Ethics / 123
Summary 125
Key Terms 125 Answers to Concept Checks 125
Anxiety, Trauma- and Stressor-Related, and ObsessiveCompulsive and Related Disorders 126 5
The Complexity of Anxiety Disorders 127
Anxiety, Fear, and Panic: Some Definitions / 127
Causes of Anxiety and Related Disorders / 129
Comorbidity of Anxiety and Related Disorders / 132
Comorbidity with Physical Disorders / 133
Suicide / 133
Anxiety Disorders 134
Generalized Anxiety Disorder 134
Clinical Description / 135
Statistics / 135
Causes / 136
Treatment / 137
Panic Disorder and Agoraphobia 139
Clinical Description / 140
Statistics / 140
Causes / 143
Treatment / 145
Specific Phobia 147
Clinical Description / 147
Statistics / 150
Causes / 151
Treatment / 153
Social Anxiety Disorder (Social Phobia) 154
Clinical Description / 154
Statistics / 155
Causes / 156
Treatment / 157
Trauma- and Stressor- Related Disorders 160
Posttraumatic Stress Disorder (PTSD) 160
Clinical Description / 160
Statistics / 161
Causes / 162
Treatment / 165
Obsessive-Compulsive and Related Disorders 168
Obsessive-Compulsive Disorder 168
Clinical Description / 168
Statistics / 170
Causes / 170
Treatment / 171
Body Dysmorphic Disorder 172
Plastic Surgery and Other Medical Treatments / 176
Other Obsessive-Compulsive and Related Disorders 176
Mental Health Professionals as Expert Witnesses / 591
Glossary G-1
References R-1
Name Index I-1
Subject Index I-27
581
Patients’ Rights and Clinical Practice Guidelines 592
The Right to Treatment / 592
The Right to Refuse Treatment / 593
The Rights of Research Participants / 593
Evidence-Based Practice and Clinical Practice Guidelines / 594
Conclusions 596
Summary 597
Key Terms 597
Answers to Concept Checks 597
Preface
Science is a constantly evolving field, but every now and then something groundbreaking occurs that alters our way of thinking. For example, evolutionary biologists, who long assumed that the process of evolution was gradual, suddenly had to adjust to evidence that says evolution happens in fits and starts in response to such cataclysmic environmental events as meteor impacts. Similarly, geology has been revolutionized by the discovery of plate tectonics.
Until recently, the science of psychopathology had been compartmentalized, with psychopathologists examining the separate effects of psychological, biological, and social influences. This approach is still reflected in popular media accounts that describe, for example, a newly discovered gene, a biological dysfunction (chemical imbalance), or early childhood experiences as a “cause” of a psychological disorder. This way of thinking still dominates discussions of causality and treatment in some psychology textbooks: “The psychoanalytic views of this disorder are . . . ,” “the biological views are . . . ,” and, often in a separate chapter, “psychoanalytic treatment approaches for this disorder are . . . ,” “cognitive behavioral treatment approaches are . . . ,” or “biological treatment approaches are . . .”
In the first edition of this text, we tried to do something very different. We thought the field had advanced to the point that it was ready for an integrative approach in which the intricate interactions of biological, psychological, and social factors are explicated in as clear and convincing a manner as possible. Recent explosive advances in knowledge confirm this approach as the only viable way of understanding psychopathology. To take just two examples, Chapter 2 contains a description of a study demonstrating that stressful life events can lead to depression but that not everyone shows this response. Rather, stress is more likely to cause depression in individuals who already carry a particular gene that influences serotonin at the brain synapses. Similarly, Chapter 9 describes how the pain of social rejection activates the same neural mechanisms in the brain as physical pain. In addition, the entire section on genetics has been rewritten to highlight the new emphasis on gene–environment interaction, along with recent thinking from leading behavioral geneticists that the goal of basing the classification of psychological disorders on the firm foundation of genetics is fundamentally flawed. Descriptions of the emerging field of epigenetics, or the influence of the environment on gene expression, is also woven into the chapter, along with new studies on the seeming ability of extreme environments to largely override the effects of genetic contributions. Studies elucidating the mechanisms of epigenetics or specifically how environmental events influence gene expression are described.
These results confirm the integrative approach in this book: Psychological disorders cannot be explained by genetic or environmental factors alone but rather arise from their interaction. We now understand that psychological and social factors directly
affect neurotransmitter function and even genetic expression. Similarly, we cannot study behavioral, cognitive, or emotional processes without appreciating the contribution of biological and social factors to psychological and psychopathological expression. Instead of compartmentalizing psychopathology, we use a more accessible approach that accurately reflects the current state of our clinical science.
As colleagues, you are aware that we understand some disorders better than others. But we hope you will share our excitement in conveying to students both what we currently know about the causes and treatments of psychopathology and how far we have yet to go in understanding these complex interactions.
Integrative Approach
As noted earlier, the first edition of Abnormal Psychology pioneered a new generation of abnormal psychology textbooks, which offer an integrative and multidimensional perspective. (We acknowledge such onedimensional approaches as biological, psychosocial, and supernatural as historic perspectives on our field.) We include substantial current evidence of the reciprocal influences of biology and behavior and of psychological and social influences on biology. Our examples hold students’ attention; for example, we discuss genetic contributions to divorce, the effects of early social and behavioral experience on later brain function and structure, new information on the relation of social networks to the common cold, and new data on psychosocial treatments for cancer. We note that in the phenomenon of implicit memory and blind sight, which may have parallels in dissociative experiences, psychological science verifies the existence of the unconscious (although it does not much resemble the seething caldron of conflicts envisioned by Freud). We present new evidence confirming the effects of psychological treatments on neurotransmitter flow and brain function. We acknowledge the oftenneglected area of emotion theory for its rich contributions to psychopathology (e.g., the effects of anger on cardiovascular disease). We weave scientific findings from the study of emotions together with behavioral, biological, cognitive, and social discoveries to create an integrated tapestry of psychopathology.
Life-Span Developmental Influences
No modern view of abnormal psychology can ignore the importance of lifespan developmental factors in the manifestation and treatment of psychopathology. Studies highlighting developmental windows for the influence of the environment on gene expression are explained. Accordingly, although we include a Neurodevelopmental Disorders chapter (Chapter 14), we consider the importance of development throughout the text; we discuss childhood and geriatric anxiety, for example, in the context
of the Anxiety, Trauma and StressorRelated, and Obsessive
Compulsive and Related Disorders chapter (Chapter 5). This system of organization, which is for the most part consistent with DSM-5, helps students appreciate the need to study each disorder from childhood through adulthood and old age. We note findings on developmental considerations in separate sections of each disorder chapter and, as appropriate, discuss how specific developmental factors affect causation and treatment.
Scientist–Practitioner Approach
We go to some lengths to explain why the scientist–practitioner approach to psychopathology is both practical and ideal. Like most of our colleagues, we view this as something more than simple awareness of how scientific findings apply to psychopathology. We show how every clinician contributes to general scientific knowledge through astute and systematic clinical observations, functional analyses of individual case studies, and systematic observations of series of cases in clinical settings. For example, we explain how information on dissociative phenomena provided by early psychoanalytic theorists remains relevant today. We also describe the formal methods used by scientist–practitioners, showing how abstract research designs are actually implemented in research programs.
Clinical Cases of Real People
We have enriched the book with authentic clinical histories to illustrate scientific findings on the causes and treatment of psychopathology. We have run active clinics for years, so 95% of the cases are from our own files, and they provide a fascinating frame of reference for the findings we describe. The beginnings of most chapters include a case description, and most of the discussion of the latest theory and research is related to these very human cases.
Disorders in Detail
We cover the major psychological disorders in 11 chapters, focusing on three broad categories: clinical description, causal factors, and treatment and outcomes. We pay considerable attention to case studies and DSM-5 criteria, and we include statistical data, such as prevalence and incidence rates, sex ratio, age of onset, and the general course or pattern for the disorder as a whole. Since several of us were appointed Advisors to the DMS-5 task force, we are able to include the reasons for changes as well as the changes themselves. Throughout, we explore how biological, psychological, and social dimensions may interact to cause a particular disorder. Finally, by covering treatment and outcomes within the context of specific disorders, we provide a realistic sense of clinical practice.
Treatment
One of the best received innovations in the first seven editions was our strategy of discussing treatments in the same chapter as the disorders themselves instead of in a separate chapter, an approach that is supported by the development of specific psychosocial and pharmacological treatment procedures for specific disorders. We
have retained this integrative format and have improved upon it, and we include treatment procedures in the key terms and glossary.
Legal and Ethical Issues
In our closing chapter, we integrate many of the approaches and themes that have been discussed throughout the text. We include case studies of people who have been involved directly with many legal and ethical issues and with the delivery of mental health services. We also provide a historical context for current perspectives so students will understand the effects of social and cultural influences on legal and ethical issues.
Diversity
Issues of culture and gender are integral to the study of psychopathology. Throughout the text, we describe current thinking about which aspects of the disorders are culturally specific and which are universal, and about the strong and sometimes puzzling effects of gender roles. For instance, we discuss the current information on such topics as the gender imbalance in depression, how panic disorders are expressed differently in various Asian cultures, the ethnic differences in eating disorders, treatment of schizophrenia across cultures, and the diagnostic differences of attention deficit/ hyperactivity disorder (ADHD) in boys and girls. Clearly, our field will grow in depth and detail as these subjects and others become standard research topics. For example, why do some disorders overwhelmingly affect females and others appear predominantly in males? And why does this apportionment sometimes change from one culture to another? In answering questions like these, we adhere closely to science, emphasizing that gender and culture are each one dimension among several that constitute psychopathology.
New to This Edition
A Thorough Update
This exciting field moves at a rapid pace, and we take particular pride in how our book reflects the most recent developments. Therefore, once again, every chapter has been carefully revised to reflect the latest research studies on psychological disorders. Hundreds of new references from 2015 to 2016 (and some still “in press”) appear for the first time in this edition, and some of the information they contain stuns the imagination. Nonessential material has been eliminated, some new headings have been added, and DSM-5 criteria are included in their entirety as tables in the appropriate disorder chapters.
Anxiety, Trauma and StressorRelated, and ObsessiveCompulsive and Related Disorders (Chapter 5), Mood Disorders and Suicide (Chapter 7), Eating and Sleep–Wake Disorders (Chapter 8), Physical Disorders and Health Psychology (Chapter 9), SubstanceRelated, Addictive, and ImpulseControl Disorders (Chapter 11), Schizophrenia Spectrum and Other Psychotic Disorders (Chapter 13), and Neurodevelopmental Disorders (Chapter 14) have been the most heavily revised to reflect new research, but all chapters have been significantly updated and freshened.
Chapter 1, Abnormal Behavior in Historical Context, features updated nomenclature to reflect new titles in DSM-5, updated descriptions of research on defense mechanisms, and fuller and deeper descriptions of the historical development of psychodynamic and psychoanalytic approaches.
Chapter 2, An Integrative Approach to Psychopathology, includes an updated discussion of developments in the study of genes and behavior with a focus on gene–environment interaction; new data illustrating the gene–environment correlation model; new studies illustrating the psychosocial influence on the development of brain structure and function in general and on neurotransmitter systems specifically; updated, revised, and refreshed sections on behavioral and cognitive science including new studies illustrating the influence of positive psychology on physical health and longevity; new studies supporting the strong influence of emotions, specifically anger, on cardiovascular health; new studies illustrating the influence of gender on the presentation and treatment of psychopathology; a variety of powerful new studies confirming strong social effects on health and behavior; and new studies confirming the puzzling “drift” phenomenon resulting in a higher prevalence of schizophrenia among individuals living in urban areas.
Chapter 3, Clinical Assessment and Diagnosis, now presents references to “intellectual disability” instead of “mental retardation” to be consistent with DSM-5 and changes within the field; (a new discussion about how information from the MMPI2— although informative—does not necessarily change how clients are treated and may not improve their outcomes;) a description of the organization and structure of DSM-5 along with major changes from DSM-IV; a description of methods to coordinate the development of DSM-5 with the forthcoming ICD 11; and a description of likely directions of research as we begin to head toward DSM-6
In Chapter 4, Research Methods, a new example of how behavioral scientists develop research hypotheses is presented and a new example of longitudinal designs which look at how the use of spanking predicts later behavior problems in children (Gershoff, Lansford, Sexton, DavisKean, & Sameroff, 2012).
Chapter 5, entitled Anxiety, Trauma and StressorRelated, and ObsessiveCompulsive and Related Disorders, is organized according to the three major groups of disorders: anxiety disorders, trauma and stressorrelated disorders, and obsessivecompulsive and related disorders. Two disorders new to DSM-5 (separation anxiety disorder and selective mutism) are presented, and the Trauma and StressorRelated Disorders section includes not only posttraumatic stress disorder and acute stress disorder but also adjustment disorder and attachment disorders. The final new grouping, ObsessiveCompulsive and Related Disorders, includes not only obsessivecompulsive disorder but also body dysmorphic disorder, hoarding disorder, and finally trichotillomania (hair pulling disorder) and excoriation (skin picking disorder). Some of the revisions to Chapter 5 include the following:
Updated information about the neuroscience and genetics of fear and anxiety;
Updated information on the relationship of anxiety and related disorders to suicide;
Updated information on the influence of personality and culture on the expression of anxiety;
Updated generalized anxiety disorder discussion, especially about newer treatment approaches;
Updated information on description, etiology, and treatment for specific phobia, social anxiety disorder, and posttraumatic stress disorder.
The grouping of disorders in Chapter 6, now titled Somatic Symptom and Related Disorders and Dissociative Disorders, reflects a major overarching change, specifically for somatic symptom disorder, illness anxiety disorder (formerly known as hypochondriasis), and psychological factors affecting medical conditions. The chapter discusses the differences between these overlapping disorders and provides a summary of the causes and treatment approaches of these problems. In addition, Chapter 6 now has an updated discussion on the false memory debate related to trauma in individuals with dissociative identity disorder.
Chapter 7, Mood Disorders and Suicide, provides an updated discussion on the psychopathology and treatment of the DSM-5 Mood Disorders, including persistent depressive disorder, seasonal affective disorder, disruptive mood dysregulation disorder, bipolar disorder, and suicide. The chapter discusses new data on the genetic and environmental risk factors and protective factors, such as optimism. Also included is an update on the pharmacological and psychological treatments.
Thoroughly rewritten and updated, Chapter 8, Eating and Sleep–Wake Disorders, contains new information on mortality and suicide rates in anorexia nervosa; new epidemiological information on the prevalence of eating disorders in adolescents; new information on the increasing globalization of eating disorders and obesity; updated information on typical patterns of comorbidity accompanying eating disorders; and new and updated research on changes in the incidence of eating disorders among males, racial and ethnic differences on the thinideal body image associated with eating disorders, the substantial contribution of emotion dysregulation to etiology and maintenance of anorexia, the role of friendship cliques in the etiology of eating disorders, mothers with eating disorders who also restrict food intake by their children, the contribution of parents and family factors in the etiology of eating disorders, biological and genetic contributions to causes of eating disorders including the role of ovarian hormones, transdiagnostic treatment applicable to all eating disorders, results from a large multinational trial comparing CBT to psychoanalysis in the treatment of bulimia, the effects of combining Prozac with CBT in the treatment of eating disorders, racial and ethnic differences in people with binge eating disorder seeking treatment, the phenomenon of night eating syndrome and its role in the development of obesity, and new public health policy developments directed at the obesity epidemic.
Realigned coverage of Sleep–Wake Disorders, also in Chapter 8, with new information on sleep in women is now reported— including risk and protective factors, an updated section on narcolepsy to describe new research on the causes of this disorder, and new research on the nature and treatment of nightmares are now included.
In Chapter 9, Physical Disorders and Health Psychology, updated data on the leading causes of death in the United States; a review of the increasing depth of knowledge on the influence
of psychological social factors on brain structures and function; new data supporting the efficacy of stress management on cardiovascular disease; an updated review of developments into causes and treatment of chronic pain; updated information eliminating certain viruses (XMRV and pMLV) as possible causes of chronic fatigue syndrome; and updated review of psychological and behavioral procedures for preventing injuries.
In Chapter 10, Sexual Dysfunctions, Paraphilic Disorders, and Gender Dysphoria, a revised organization of sexual dysfunctions, paraphilic disorders, and gender dysphoria to reflect the fact that both paraphilic disorders and gender dysphoria are separate chapters in DSM-5, and gender dysphoria disorder, is, of course, not a sexual disorder but a disorder reflecting incongruence between natal sex and expressed gender, in addition to other major revisions—new data on developmental changes in sexual behavior from age of first intercourse to prevalence and frequency of sexual behavior in old age; new reports contrasting differing attitudes and engagement in sexual activity across cultures even within North America; updated information on the development of sexual orientation; and a thoroughly updated description of gender dysphoria with an emphasis on emerging conceptualizations of gender expression that are on a continuum.
Chapter 10 also includes updated information on contributing factors to gender dysphoria as well as the latest recommendations on treatment options, recommended treatment options (or the decision not to treat) for gender nonconformity in children, a full description of disorders of sex development (formerly called intersexuality), and a thoroughly revamped description of paraphilic disorders to reflect the updated system of classification with a discussion of the controversial change in the name of these disorders from paraphilia to paraphilic disorders.
A thoroughly revised Chapter 11, SubstanceRelated, Addictive, and ImpulseControl Disorders, features new discussion of how the trend to mix caffeinated energy drinks with alcohol may increase the likelihood of later abuse of alcohol; new research on chronic use of MDMA (“Ecstasy”) leading to lasting memory problems (Wagner, Becker, Koester, GouzoulisMayfrank, & Daumann, 2013); and new research on several factors predicting early alcohol use, including when best friends have started drinking, whether family members are at high risk for alcohol dependence, and the presence of behavior problems in these children (Kuperman, et al., 2013).
Chapter 12, Personality Disorders, now features a completely new section on gender differences to reflect newer, more sophisticated analyses of prevalence data, and a new section on criminality and antisocial personality disorder is now revised to better reflect changes in DSM-5.
Chapter 13, Schizophrenia Spectrum and Other Psychotic Disorders, presents a new discussion of schizophrenia spectrum disorder and the dropping of subtypes of schizophrenia from DSM-5; new research on deficits in emotional prosody comprehension and its role in auditory hallucinations (AlbaFerrara, Fernyhough, Weis, Mitchell, & Hausmann, 2012); a discussion of a new proposed psychotic disorder suggested in DSM-5 for further study—Attenuated Psychosis Syndrome; and a new discussion of the use of transcranial magnetic stimulation.
In Chapter 14, Neurodevelopmental Disorders are presented, instead of Pervasive Developmental Disorders, to be consistent
with the major changes in DSM-5. In addition, Chapter 14 now describes new research to show that gene–environment interaction can lead to later behavior problems in children with ADHD (Thapar, Cooper, Jefferies, & Stergiakouli, 2012; Thapar, et al., 2005); new research on ADHD (and on other disorders) that is finding that in many cases mutations occur that either create extra copies of a gene on one chromosome or result in the deletion of genes (called copy number variants—CNVs) (Elia et al., 2009; Lesch et al., 2010); and new research findings that show a variety of genetic mutations, including de novo disorders (genetic mutations occurring in the sperm or egg or after fertilization), are present in those children with intellectual disability (ID) of previously unknown origin (Rauch et al., 2012).
Chapter 15, now called Neurocognitive Disorders, features descriptions of research assessing brain activity (fMRI) in individuals during active episodes of delirium as well as after these episodes; data from the Einstein Aging Study concerning the prevalence of a disorder new in DSM-5, mild neurocognitive disorder (Katz et al., 2012); and a new discussion of new neurocognitive disorders (e.g., neurocognitive disorder due to Lewy bodies or prion disease).
And Chapter 16, Mental Health Services: Legal and Ethical Issues, presents a brief, but new, discussion of the recent trend to provide individuals needing emergency treatment with courtordered assisted outpatient treatment (AOT) to avoid commitment in a mental health facility (Nunley, Nunley, Cutleh, Dentingeh, & McFahland, 2013); a new discussion of a major metaanalysis showing that current risk assessment tools are best at identifying persons at low risk of being violent but only marginally successful at accurately detecting who will be violent at a later point (Fazel, Singh, Doll, & Grann, 2012); and an updated section on legal rulings on involuntary medication.
Additional Features
In addition to the changes highlighted earlier, Abnormal Psychology features other distinct features:
Student Learning Outcomes at the start of each chapter assist instructors in accurately assessing and mapping questions throughout the chapter. The outcomes are mapped to core American Psychological Association goals and are integrated throughout the instructor resources and testing program.
In each disorder chapter a feature called DSM Controversies, which discusses some of the contentious and thorny decisions made in the process of creating DSM-5. Examples include the creation of new and sometimes controversial disorders appearing for the first time in DSM-5, such as premenstrual dysphoric disorder, binge eating disorder, and disruptive mood dysregulation disorder. Another example is removing the “grief” exclusion criteria for diagnosing major depressive disorder so that someone can be diagnosed with major depression even if the trigger was the death of a loved one. Finally, changing the title of the “paraphilia” chapter to “paraphilic disorders” implies that paraphilic sexual arousal patterns such as pedophilia are not disorders in
themselves, but only become disorders if they cause impairment or harm to others.
DSM-IV, DSM-IV-TR, and DSM-5
Much has been said about the mix of political and scientific considerations that resulted in DSM-5, and naturally we have our own opinions. (DHB had the interesting experience of sitting on the task force for DSM-IV and was an Advisor to the DSM-5 task force.) Psychologists are often concerned about “turf issues” in what has become—for better or worse—the nosological standard in our field, and with good reason: in previous DSM editions, scientific findings sometimes gave way to personal opinions. For DSM-IV and DSM-5, however, most professional biases were left at the door while the task force almost endlessly debated the data. This process produced enough new information to fill every psychopathology journal for a year with integrative reviews, reanalysis of existing databases, and new data from field trials. From a scholarly point of view, the process was both stimulating and exhausting. This book contains highlights of various debates that created the nomenclature, as well as recent updates. For example, in addition to the controversies described above, we summarize and update the data and discussion of premenstrual dysphoric disorder, which was designated a new disorder in DSM-5, and mixed anxiety depression, a disorder that did not make it into the final criteria. Students can thus see the process of making diagnoses, as well as the combination of data and inferences that are part of it. We also discuss the intense continuing debate on categorical and dimensional approaches to classification. We describe some of the compromises the task force made to accommodate data, such as why dimensional approaches to personality disorders did not make it into DSM-5, and why the proposal to do so was rejected at the last minute and included in Section III under “Conditions for Further Study” even though almost everyone agrees that these disorders should not be categorical but rather dimensional.
Prevention
Looking into the future of abnormal psychology as a field, it seems our ability to prevent psychological disorders may help the most. Although this has long been a goal of many, we now appear to be at the cusp of a new age in prevention research. Scientists from all over the globe are developing the methodologies and techniques that may at long last provide us with the means to interrupt the debilitating toll of emotional distress caused by the disorders chronicled in this book. We therefore highlight these cuttingedge prevention efforts— such as preventing eating disorders, suicide, and health problems, including HIV and injuries—in appropriate chapters as a means to celebrate these important advancements, as well as to spur on the field to continue this important work.
Retained Features
Visual Summaries
At the end of each disorder chapter is a colorful, twopage visual overview that succinctly summarizes the causes, development, symptoms, and treatment of each disorder covered in the chapter.
Our integrative approach is instantly evident in these diagrams, which show the interaction of biological, psychological, and social factors in the etiology and treatment of disorders. The visual summaries will help instructors wrap up discussions, and students will appreciate them as study aids.
Pedagogy
Each chapter contains several Concept Checks, which let students verify their comprehension at regular intervals. Answers are listed at the end of each chapter along with a more detailed Summary; the Key Terms are listed in the order they appear in the text and thus form a sort of outline that students can study.
MindTap for Barlow, Durand, and Hofmann’s Abnormal Psychology
MindTap is a personalized teaching experience with relevant assignments that guide students to analyze, apply, and improve thinking, allowing you to measure skills and outcomes with ease.
Guide Students: A unique learning path of relevant readings, media, and activities that moves students up the learning taxonomy from basic knowledge and comprehension to analysis and application.
Personalized Teaching: Becomes yours with a Learning Path that is built with key student objectives. Control what students see and when they see it. Use it asis or match to your syllabus exactly—hide, rearrange, add, and create your own content.
Promote Better Outcomes: Empower instructors and motivate students with analytics and reports that provide a snapshot of class progress, time in course, engagement, and completion rates. In addition to the benefits of the platform, MindTap for Barlow, Durand, and Hofmann’s Abnormal Psychology includes:
Profiles in Psychopathology, an exciting new product that guides users through the symptoms, causes, and treatments of individuals who live with mental disorders.
Videos, assessment, and activities from the Continuum Video Project.
Concept Clip Videos that visually elaborate on specific disorders and psychopathology in a vibrant, engaging manner. Case studies to help students humanize psychological disorders and connect content to the real world.
Aplia quizzes aid student understanding.
Master Training, powered by Cerego, for student personalized learning plans to help them understand and retain key topics and discussions.
Teaching and Learning Aids
Profiles in Psychopathology
In Profiles of Psychopathology, students explore the lives of individuals with mental disorders to better understand the etiology,
symptoms, and treatment. Each of the ten modules focuses on one type of disorder. Students learn about six individuals—historical and popular culture figures—and then match the individual to the disorder that best explains their symptoms and causes. The experiences of a reallife person from the populationatlarge is also featured, with video footage of that individual discussing their experience with psychopathology.
Continuum Video Project
The Continuum Video Project provides holistic, threedimensional portraits of individuals dealing with psychopathologies. Videos show clients living their daily lives, interacting with family and friends, and displaying—rather than just describing—their symptoms. Before each video segment, students are asked to make observations about the individual’s symptoms, emotions, and behaviors, and then rate them on the spectrum from normal to severe. The Continuum Video Project allows students to “see” the disorder and the person, humanly; the videos also illuminate student understanding that abnormal behavior can be viewed along a continuum.
Instructor Resource Center
Everything you need for your course in one place! This collection of bookspecific lecture and class tools is available online via www .cengage.com/login. Access and download videos, PowerPoint presentations, images, instructor’s manual, and more.
Cognero
Cengage Learning Testing Powered by Cognero is a flexible, online system that allows you to author, edit, and manage test bank content from multiple Cengage Learning solutions, create multiple test versions in an instant, and deliver tests from your LMS, your classroom, or wherever you want.
Instructor’s Manual
The Online Instructor’s Manual contains chapter overviews, learning objectives, lecture outlines with discussion points, key terms, classroom activities, demonstrations, and lecture topics, suggested supplemental reading material, handouts, video resources, and Internet resources.
PowerPoint
The Online PowerPoints feature lecture outlines and important visuals from the text.
Titles of Interest
DSM-5 Supplement by Boettcher, Wu, Barlow, and Durand is a thorough comparison of the changes made in DSM-5 with the previous criteria and language in DSM-IV-TR. Also includes discussion of major controversies resulting from the proposed and realized modifications to the latest diagnostic manual. ISBN: 9781285848181
Looking into Abnormal Psychology: Contemporary Readings by Scott O. Lilienfeld is a fascinating 234page reader
consisting of 40 articles from popular magazines and journals. Each article explores ongoing controversies regarding mental illness and its treatment. ISBN: 0534354165 Casebook in Abnormal Psychology, 5th edition, by Timothy A. Brown and David H. Barlow, is a comprehensive casebook fully updated to be consistent with DSM-5 that reflects the integrative approach, which considers the multiple influences of genetic, biological, familial, and environmental factors into a unified model of causality as well as maintenance and treatment of the disorder. The casebook discusses treatment methods that are the most effective interventions developed for a particular disorder. It also presents three undiagnosed cases in order to give students an appreciation for the complexity of disorders. The cases are strictly teaching/learning exercises, similar to what many instructors use on their examinations.
ISBN: 9781305971714
Acknowledgments
Finally, this book in all of its editions would not have begun and certainly would not have been finished without the inspiration and coordination of our senior editors at Cengage, Tim Matray, and Carly McJunkin, who always keep their eyes on the ball. A special note of thanks to senior content developer Tangelique WilliamsGrayer and her eye for detail and organization. The book is much better for your efforts. We hope to work with you on many subsequent editions. We appreciate the expertise of marketing managers James Findlay and Jennifer Levanduski. Kimiya Hojjat and Katie Chen were hardworking, enthusiastic, and organized from beginning to end.
In the production process, many individuals worked as hard as we did to complete this project. In Boston, Hannah Boettcher, Clair CassielloRobbins and Amantia Ametaj assisted enormously in integrating a vast amount of new information into each chapter. Their ability to find missing references and track down information was remarkable, and Hannah and Jade Wu also took the lead in putting together a remarkably useful supplement detailing all of the changes in diagnostic criteria from DSM-IV to DSM-5 in an easytoread, sidebyside format. It is an understatement to say we couldn’t have done it without you. In St. Petersburg, Ashley Smith’s professionalism and attention to detail helped smooth this process immensely. At Cengage, Vernon Boes guided the design down to the last detail. Michelle Clark and Ruth SakataCorley coordinated all of the production details with grace under pressure. We thank Priya Subbrayal for her commitment to finding the best photos possible.
Numerous colleagues and students provided superb feedback on the previous editions, and to them we express our deepest gratitude. Although not all comments were favorable, all were important. Readers who take the time to communicate their thoughts offer the greatest reward to writers and scholars.
Finally, you share with us the task of communicating knowledge and discoveries in the exciting field of psychopathology, a challenge that none of us takes lightly. In the spirit of collegiality, we would greatly appreciate your comments on the content and style of this book and recommendations for improving it further.
Reviewers
Creating this book has been both stimulating and exhausting, and we could not have done it without the valuable assistance of colleagues who read one or more chapters and provided
We thank the following expert reviewers and survey participants of the eighth edition:
Kanika Bell, Clark Atlanta University
Jamie S Bodenlos, Hobart and William Smith Colleges
Lawrence Burns, Grand Valley State University
Don Evans, Simpson College
Susan Frankel, Lamar Community College
Tammy Hanna, Albertus Magnus College
Sarah Heavin, University of Puget Sound
Stephen T. Higgins, University of Vermont
Fiyyaz Karim, University of Minnesota
Maureen C. Kenny, Florida International University
Lissa Lim, California State University–San Marcos
Barbara S. McCrady, University of New Mexico
Winfried Rief, University of Marburg–Germany
Robert Rotunda, University of West Florida
Kyle Stephenson, Willamette University
Lynda Szymanski, St. Catherine University
We also thank the reviewers of previous editions:
Amanda Sesko, University of Alaska–Southeast
Dale Alden, Lipscomb University
Kerm Almos, Capital University
Frank Andrasik, University of Memphis
Robin Apple, Stanford University Medical Center
Barbara Beaver, University of Wisconsin
James Becker, University of Pittsburgh
Evelyn Behar, University of Illinois–Chicago
Dorothy Bianco, Rhode Island College
Sarah Bisconer, College of William & Mary
Susan Blumenson, City University of New York, John Jay College of Criminal Justice
Robert Bornstein, Adelphi University
James Calhoun, University of Georgia
Montie Campbell, Oklahoma Baptist University
Robin Campbell, Brevard Community College
Shelley Carson, Harvard University
Richard Cavasina, California University of Pennsylvania
Antonio CepedaBenito, Texas A&M University
Kristin Christodulu, State University of New York–Albany
extraordinarily perceptive critical comments, corrected errors, pointed to relevant information, and, on occasion, offered new insights that helped us achieve a successful, integrative model of each disorder.
Bryan Cochran, University of Montana
Julie Cohen, University of Arizona
Dean Cruess, University of Connecticut
Sarah D’Elia, George Mason University
Robert Doan, University of Central Oklahoma
Juris Draguns, Pennsylvania State University
Melanie Duckworth, University of Nevada–Reno
Mitchell Earleywine, State University of New York–Albany
Chris Eckhardt, Purdue University
Elizabeth Epstein, Rutgers University
Donald Evans, University of Otago
Ronald G. Evans, Washburn University
Janice Farley, Brooklyn College, CUNY
Anthony Fazio, University of Wisconsin–Milwaukee
Diane Finley, Prince George’s Community College
Allen Frances, Duke University
Louis Franzini, San Diego State University
Maximillian Fuhrmann, California State University–Northridge
Aubyn Fulton, Pacific Union College
Noni GaylordHarden, Loyola University–Chicago
Trevor Gilbert, Athabasca University
David Gleaves, University of Canterbury
Frank Goodkin, Castleton State College
Irving Gottesman, University of Minnesota
Laurence Grimm, University of Illinois–Chicago
Mark Grudberg, Purdue University
Marjorie Hardy, Eckerd College
Keith Harris, Canyon College
Christian Hart, Texas Women’s University
William Hathaway, Regent University
Brian Hayden, Brown University
Stephen Hinshaw, University of California, Berkeley
Alexandra HyeYoung Park, Humboldt State University
William Iacono, University of Minnesota
Heidi InderbitzenNolan, University of Nebraska–Lincoln
Thomas Jackson, University of Arkansas
Kristine Jacquin, Mississippi State University
James Jordan, Lorain County Community College
Boaz Kahana, Cleveland State University
Arthur Kaye, Virginia Commonwealth University
Christopher Kearney, University of Nevada–Las Vegas
Ernest Keen, Bucknell University
Elizabeth Klonoff, San Diego State University
Ann Kring, University of California–Berkeley
Marvin Kumler, Bowling Green State University
Thomas Kwapil, University of North Carolina–Greensboro
George Ladd, Rhode Island College
Michael Lambert, Brigham Young University
Travis Langley, Henderson State University
Christine Larson, University of Wisconsin–Milwaukee
Elizabeth Lavertu, Burlington County College
Cynthia Ann Lease, VA Medical Center, Salem, VA
Richard Leavy, Ohio Wesleyan University
Karen Ledbetter, Portland State University
Scott Lilienfeld, Emory University
Kristi Lockhart, Yale University
Michael Lyons, Boston University
Jerald Marshall, Valencia Community College
Janet Matthews, Loyola University–New Orleans
Dean McKay, Fordham University
Mary McNaughtonCassill, University of Texas at San Antonio
Suzanne Meeks, University of Louisville
Michelle Merwin, University of Tennessee–Martin
Thomas Miller, Murray State University
Scott Monroe, University of Notre Dame
Greg Neimeyer, University of Florida
Sumie Okazaki, New York University
John Otey, South Arkansas University
Christopher Patrick, University of Minnesota
P. B. Poorman, University of Wisconsin–Whitewater
Katherine Presnell, Southern Methodist University
Lynn Rehm, University of Houston
Kim Renk, University of Central Florida
Alan Roberts, Indiana University–Bloomington
Melanie Rodriguez, Utah State University
Carol Rothman, City University of New York, Herbert H. Lehman College
Steve Schuetz, University of Central Oklahoma
Stefan Schulenberg, University of Mississippi
Paula K. Shear, University of Cincinnati
Steve Saiz, State University of New York–Plattsburgh
Jerome Small, Youngstown State University
Ari Solomon, Williams College
Michael SouthamGerow, Virginia Commonwealth University
John Spores, Purdue University–North Central
Brian Stagner, Texas A&M University
Irene Staik, University of Montevallo
Rebecca Stanard, State University of West Georgia
Chris Tate, Middle Tennessee State University
Lisa Terre, University of Missouri–Kansas City
Gerald Tolchin, Southern Connecticut State University
Michael Vasey, Ohio State University
Larry Ventis, College of William & Mary
Richard Viken, Indiana University
Lisa Vogelsang, University of Minnesota–Duluth
Philip Watkins, Eastern Washington University
Kim Weikel, Shippensburg University of Pennsylvania
Amy Wenzel, University of Pennsylvania
W. Beryl West, Middle Tennessee State University
Michael Wierzbicki, Marquette University
Richard Williams, State University of New York–College at Potsdam
John Wincze, Brown University
Bradley Woldt, South Dakota State University
Nancy Worsham, Gonzaga University
Ellen Zaleski, Fordham University
Raymond Zurawski, St. Norbert College
Abnormal Psychology
An Integr A t I ve Appro A ch
Another random document with no related content on Scribd:
cabin for the officers, and be sea sick, and wash dishes and wait on table, and feed cattle, and do everything anybody told me to do. After a few days I mutinied, and went to the captain and complained. He was an English nobleman, and after hearing my tale of woe, he told me if I didn’t like it I could go to ’ell, and I went down cellar to the cook room, which was the nearest to ’ell I could go on that vessel. I found the man that hired me, and told him I seemed to be doing the most of the work on the excursion, and that I wanted an assistant. He said if I thought I was working much now, I better wait until we run into a storm, when I would not only have to be cook and waiter and chamber maid to the steers, but I would have to be trained nurse down in the cattle regions, for when the steers began to be sea sick that was a time when any man who had a heart could use it to the best advantage, for there was nothing more pitiful than a steer with a pain under his belt. He said steers were not at all like the Irishman who was on the bow of the boat on the last trip, feeding the fish, when the captain came along and said, “Pat, your stomach seems to be weak,” and Pat said, “O, I dunno, I am throwing it as far as any of them.” He said when there was a storm at sea the animals acted perfectly human. They would get down on their knees and roll their eyes heavenward, and moan, and cry, and tears would be in their eyes, but they never lost their cud, only they swelled up and bellowed.
Well, it wasn’t an hour before a storm came from towards Cuba, and the boat was rocking and pitching, and the captain blew three whistles, which was a signal for all hands to go below and nurse the steers, and we all made a rush down to the very bowels of the ship, where the cattle were, and such a sight I never saw.
Every steer was standing on one leg and then another, pitching forward into the manger, and then back against the bar that held them in the stall, and all bellowing as though their hearts would break, and the duty of the crew was to go in the stalls and throw the cattle down on their sides, and tie their legs so they couldn’t get up, when they could lie there and ride easy.
They sent me into a stall where a steer was slowly dying by inches, with instructions to hold up his left foreleg, so they could throw him,
and just as I had raised the leg they threw him onto me, and went on to the next stall, leaving me with the wind all jammed out of me, and the haunch of the steer holding me down.
They went all through the lower deck, got the steers down, and went off and left me there to die, never seeming to miss me. I have slept with a good many different kinds of people and things in my time. I have had a porcupine crawl into bed with me when camping in the North woods, and he was rough enough, for sure. I once had a skunk come into a tent where some of us boys were camping, and when the skunk found out who we were he didn’t do a thing and all the boys said it was me, and they kicked me out, and made me sleep with the dogs, until the dogs struck, when I was lonely enough
Once I had a snake get under my blanket and shake his rattles, and I got out of the tent so quick the snake never knew I was there, but in my wildest moments of seeking for new experiences, I never thought I should be a pillow for the stomach of a sea sick thousand-pound steer.
When I got my breath so I could yell it was night, and I had probably been under that steer for several hours. I tried to kick the steer in a vital part, where ox drivers kick oxen to make them “haw” and “gee,” but the steer had gone to sleep and never paid any attention to me
I guess everybody had gone to sleep on the ship, except the watchman and the pilot, but I could lay there all night, so I began to make a noise like a ghost, and I wailed so the watchman heard me, and he peered down the hatch, and I mumbled, “I am thy father’s ghost,” and I rubbed some phosphorus I had in my pocket on the hair of the steer that was acting as my bed clothes The man skipped, and pretty soon he came back with the English captain, who had told me if I didn’t like my job I could go to ’ell, and when he saw the shining steer with the phosphorus on its hair, I wailed and said, “This is ’ell, come in, the water is fine, and I smell the blood of an Englishman.”
“I Am Thy Father’s Ghost!—Come on in, the Water’s Fine!— I Smell the Blood of an Englishman!”
Well, the captain weakened, and wouldn’t come down, but I heard bells ringing all over the boat, like a fire alarm, and pretty soon the whole crew came down cellar with hose and began to squirt water on the steer and me, and the steer was so scared it broke the rope on its legs and got up off me, and then the animal stampeded out of the stall and charged the firemen, and rubbed its phosphorus side against the English captain, and he thought he was in hell, for sure, and he made them turn the hose on him, and then a man hit the
steer in the head with an ax, and the trouble was over, except that the captain laid it all to me, and told the crew I was a “’oodoo,” and they searched me and found my phosphorus, and that settled it with me.
They were ordered to put me in the dungeon, and when they were going up stairs I heard the captain say, “At daylight ’oist it h’out of the ’old, and chuck it h’over board to feed the sharks,” so I guess I can see my finish all right.
CHAPTER VIII.
The Boy Dresses Up in His Sunday Clothes and Tells the Captain He Is Ready to Die—The Crew Throw a Steer Overboard to Feed a School of Sharks The Boy Produces His New Electric Battery The Bad Boy Makes a Trip to France to Meet His Pa.
I never slept a wink that night after the phosphorus episode, which I painted the wild steer so it looked like a four-legged ghost, and scared the crew so they nearly deserted the ship, because the captain ordered, as I supposed, that I be cast overboard the next morning, to give the sharks a meat sandwich, and all night I tried to prepare myself for death, though I could not help thinking that in some way I would escape.
The next morning I got up and collected all the shoes of the officers and got a blacking brush and began blacking them. Soon there was trouble, because every man missed his shoes, and they began to hunt for them, and they found me working at the shoes and singing, “Pull for the shore, brother,” and such pious hymns
I was dressed up in my Sunday clothes, and when the captain got his shoes he wanted to know what was the meaning of my sudden industry, and the funeral aspect all around, and I told him I had heard him tell the crew to chuck me overboard, and I was preparing myself for death, and I gave him a letter to mail to Pa, after I was gone, and told the captain I was ready. “Why, you dumb fool,” said the captain, “it was not you I meant to throw overboard, but that phosphorus steer that we killed last night. They are hauling it up out of the hold now with the tackle. We will save you for a worse fate.”
Well, I never felt so happy in my life as I did when that dead steer came up through the hatchway, and was launched over the side, and when I saw the flock of sharks jump on the steer and begin to hunt for the tenderloin, I let out a yell for joy that sounded like the cry of a timber wolf.
Then I got what was coming to me. The captain gave me a swat across the jaw for making noise enough to scare the crew into mutiny, the mate gave me a kick when I started for the cook’s galley, and several of the under officers hit me, and by the time I got my apron on to help cook dinner I was bruised and mad, and decided to get even with the captain. I am a peaceful citizen until somebody walks on my frame, then I become a terror to the foe
When we began to fry the beef for dinner I told one of the crew that it was a shame to feed men on steer meat, when the steer had died in its stall of Texas fever or rhinderpest, and before we got the meat cooked, ready for the dinner of the officers and crew, every man but the officers had talked over the dead steer, and resolved that they would not eat it, and when they sat down to the table, and I began to bring in the meat, they all looked like a mob of anarchists ready to murder somebody, and I helped all I could by saying in a whisper, “This is perfectly good meat, but this is a good day to fast, and you will live longer.” The officers at the other end of the cabin were eating the steer all right, but the crew never touched it, confining themselves to the bread and coffee, and pretty soon one of the crew proposed that they show their displeasure by taking the meat and throwing it at the officers.
Well, if I live a million years I will never have so much fun again. About thirty men got up and grabbed the meat I had put on their plates, and began to throw it at the captain and mate, and all the officers, and of all the greasy mess I ever saw, that was the worst. The captain got up on a chair and pulled a revolver, and asked what was the cause of the assault, and was going to shoot, when the crew drew revolvers and told him that if he pulled a trigger they would annihilate every officer on the boat, and take charge of it themselves, and run it into the first port. He said the crew could stand anything
except eating diseased cattle, and that they drew the line at steers that had died of rhinderpest.
Captain Got Up
The captain was stunned, and said the beef flying through the air was good, and he got it from cold storage in Baltimore, and asked that a committee go with him down in the hold and see the evidence, and a committee was appointed to go down and see about it.
When they came back they were satisfied, and the captain asked them how they got the idea the meat was bad, and when it came to that I felt as though some one would squeal on me, and as I started
The
on a Chair and Pulled a Revolver and Was Going to Shoot.
to make a get away, and hide somewhere until the storm blew over, one of the crew took me by the neck and said to the captain, “This young man told us about the meat.”
The captain told the fellow that had me collared to take me to his cabin, and he came in pretty mad, and called in a few officers, and they were getting ready to kill me, when I thought of the little electric battery in my pistol pocket.
It is one I got in St. Louis to scare people with. I can turn a button, and the battery will send electricity into my arm and through my body, and I turned the dingus, and felt the electricity going through me like ginger ale up your nose, and when they had got ready to maul me I began to weep, and told the captain I was no saint, but I wanted a quiet life, and all the fun I could have, and I asked him as a special favor to allow me to shake his hand before I died, as I knew my earthly career was about done for, and by that time the battery was buzzing, and I reached out my hand to shake his. He gave me his hand, and when I began to squeeze his hand the electricity went up his arm so he turned pale, and I hung on and he yelled to the officers to take me off, as I was killing him, and the sweat stood out on his face.
I Gave Him a Squeeze That Sent a Shock Through Him That Loosened His Teeth.
The mate grabbed hold of me and I gave him my other hand and he began to dance, and the three of us were as full of electricity as a trolley wire. I hung on and made them get down on their knees and swear they would not lick me, and then I let go of them and began to weep again, and they were sorry for me.
Then they made me tell them who I was, and that I was going to France to meet Pa, and monkey with air ships, and when they were sure I was Peck’s Bad Boy they said I could have the free run of the
ship and that I had the right to play all the tricks on anybody that I wanted to.
They made me show them how I worked my little pocket battery and then they wanted me to shake hands with all the crew so they got the whole bunch in the cabin and the captain said they had been entertaining an angel unawares, and that I was the original Bad Boy, who had traveled all over Europe and met the crowned heads, and he wanted to introduce me to each member of the crew personally, as a distinguished guest who honored the ship by being on board. Then he began to pass them up to be shook by the great and only.
The first fellow to put out his hand was a Greek, who drew a knife on me once because the coffee was weak, and I gave him a squeeze that sent a shock through his system that loosened his teeth, and when the captain alluded to me as the angel child who was loaded for fear, and who had a charmed life that could not be destroyed by knives or guns, the Greek looked at me in a respectful way as though he didn’t want to have any more truck with me.
Then a big Welshman came up and shook my hand, and when I gave him the third degree he let go and jumped out of the window of the cabin, on deck, and began to use language that was equal to Russian, and then a Swede came bowing to me, thinking I must be at least a crown prince, and when I squeezed his hand he looked at his fingers and his arm, and trembled and squirmed and said, “Ah tank a got yim yams,” and he lit out in a hurry.
A small Irishman came next, and as he was the one who promised to cut my ears off to serve on toast, I gave him the limit, and he curled up like a German dockshound and laid down to the mat, making motions with his mouth as though he was repeating poetry, and he said, “Kape away from me, ye hoodoo,” and he crawled out so quick it almost broke the door.
The captain and mate laughed every time I shook hands with any of the crew, and when I had paralyzed them all, and got them so scared they would come to me if I whistled, and eat out of my hand, the captain said I was worth more towards maintaining discipline on the boat than a whole police force, and he wanted me to do something
every day to keep the crew from being lonely, so that night at supper time I charged all of the steel knives and forks with electricity and got two nigger chasers ready for business.
It was to be the last night before we landed in France, and I was prepared to make it a meal long to be remembered. I sat next to the captain, and that brought me right close to the crew’s table, and when the crew filed in and took their places, they all looked at me as though I was the devil instead of an “angel child.”
I had a match all ready and when the supper was put on and the crew grabbed their knives and forks they were shocked real hard, and they dropped them and yelled something like the swear words of each nationality, and then I put my nigger chasers down on the floor, headed for the crew’s table, and lit the fuse.
Well, you know how nigger chasers will chase. Gee, but they went under the crew’s table, smoking and hissing, the sparks flew, and the brave crew got up and run out on deck yelling “fire,” and “murder,” and “dam that boy,” and the man in charge of the fire hose turned it into the cabin and drowned everything out, and the crew run away and hid, and when things cleared off the captain said, “Boy, I like a joke as well as anybody, but you have overdone this thing, and I am mighty glad we land tomorrow, and you can go to your Pa and his confounded airships, and may the Lord have mercy on him.”
Then we went to bed, and I expected some of the crew would stab me before morning, but I guess they were too much rattled.
Gee, but I am dying to see Pa, and help him spend government money for eatings, seems as though I haven’t had a square meal since my chum and I struck that community near St. Louis, as escaped balloonaticks.
Pa has had the hardest time of his life in Paris, and if I ever pitied a man it was Pa.
You see, that last fly in the airship pretty near caused him to cash in his chips, and go over the long road to the hereafter, cause he got blood poison from the thorns that run into him where he landed in the top limbs of the thornapple tree, and he sprained his arm and one
hind leg while being taken down with a derrick, and then before we left the country town for Paris he drank some goat’s milk, which gave him ptomaine poison in his inside works, and a peasant woman who sewed up his pants where they were torn on the tree pricked him with a needle, and he swelled up so he was unable to sit in a car seat, and his face was scratched by the thorns of the tree and there were blotches all over him, so when we got to Paris the health officers thought he had smallpox and sent him to a pest house, and they wouldn’t let me in, but vaccinated me and turned me loose, and I went to the hotel and told about where Pa was, and all about it, and they put our baggage in a sort of oven filled with sulphur and disinfected it, and stole some of it, and they made me sleep in a dog kennel, and for weeks I had to keep out of sight, until Pa was discharged from the hospital, and the friends of Pa out at the airship club in the country got Pa’s airship that he bought for a government out of the tree and took it to the club and presented a bill for two hundred dollars, and I only had seven dollars, so they held it for ransom.
Pa’s Face Was Scratched So They Sent Him to the Pest House.
Gee, but I worried about Pa!
Well, one day Pa showed up at the hotel looking like he had been in a railroad wreck, and he was so thin his clothes had to be pinned up with safety pins, and he had spent all his money, and was bursted. The man who hired Pa in Washington to go abroad and buy airships for the government told Pa to use his own money for a month or two
and then draw on the secretary of the treasury for all he needed, so before Pa went to the hospital he drew on his government for ten thousand dollars, and when he came back there was a letter for him from the American Consul in Paris telling him to call at the office, so Pa went there and they arrested him on the charge of skull dugging. They said he had no right to draw for any money on the government at Washington. Pa showed his papers with the big seal on, and the consul laughed in Pa’s face, and Pa was hot under the collar and wanted to fight, but they showed him that the papers he had were no good, and that he had been buncoed by some fakir in Washington who got five hundred dollars from Pa for securing him a job as government agent, and all his papers authorized him to do was to travel at his own expense, and to buy all the airships he wanted to with his own money, and Pa had a fit. All the money he had spent was a dead loss, and all he had to show for it was a punctured airship, which he was afraid to ride in.
Pa swore at the government, at the consul, and at the man who buncoed him, and they released him from arrest, when he promised that he would not pose any more as a government agent, and we went back to the hotel.
“Well, this is a fine scrape you have got me in,” says Pa, as we went to our room.
“What in thunder did I have to do about it?” says I, just like that. “I wasn’t with you when you framed up this job and let a man in Washington skin you out of your money by giving you a soft snap which has exploded in your hands. Gee, Pa, what you need is a maid or a valet, or something that will hold on to your wad.” Pa said he didn’t need anybody to act as a guardian to him, cause he had all the money he needed in his letter of credit to the American Express Company in Paris, and he knew how to spend his money freely, but he did hate to be buncoed and made the laughing stock of two continents.
So Pa and I went down to the Express Office, and Pa gave the man in charge a paper and the grand hailing sign of distress, and he handed out bags of gold and bales of bills, and Pa hid a lot in his
leather belt, and put some in his pockets, and said, “Come on, Henry, and we will see this town, and buy it if we like it.”
Well, we went out after dark and took in the concert halls and things, and Pa drank wine and I drank nothing but ginger ale, and women who waited on us sat in Pa’s lap and patted his bald head, and tried to feel in his pockets, but Pa held on to their wrists and told them to keep away, and he took one across his knees and slapped her across the pajamas with a silver tray, and I thought Pa was real saucy.
A head waiter whispered to me and wanted to know what ailed the old sport, and I told him Pa was bitten with a wolf in our circus last year, and we feared he was going to have hydrophobia, and always when these spells come on the only thing to do was to throw him into a tank of water, and I should be obliged to them if they would take Pa and duck him in the fountain in the center of the café, and save his life.
Pa was making up with the girl he had paddled with the silver tray, buying champagne for her and drinking some of it himself out of her slipper, when the head waiter called half a dozen Frenchmen who were doing police duty, and told them to duck Pa in the fountain, and they grabbed him by the collar and the pants and made him walk turkey towards the fountain, and he held on to the girl, and the Frenchmen threw Pa and the girl into the brink with a flock of ducks, and they went under water, and Pa came up first yelling murder, and then the girl came up hanging to Pa’s neck, and she gave a French yell of agony, and Pa gave the grand hailing sign of distress, and yelled to know if there was not an American present that would protect an American citizen from the hands of a Paris mob. The crowd gathered around the circular fountain basin and one drunken fellow jumped in the water and was going to hold Pa’s head under water while the girl found his money, when Pa yelled “Hey, Rube,” the way they do in a circus when there is a fight, and by ginger it wasn’t a second before half a dozen old circus men that used to belong to the circus when Pa was manager in the States made a rush for the fountain, knocked the Frenchmen galley west, and pulled Pa out of the water and let him drain off, and they said, “Hello,
old man, how did you happen to let them drown you?” and Pa saw who the boys were and he hugged them, and invited them to all take something and then go to his hotel.
After Pa Had Been Ducked in the Fountain They Charged for Two Ducks He Killed by Falling on Them.
When Pa paid the check for the drinks they charged in two ducks they said Pa killed in the tank by falling on them. But Pa paid it and was so tickled to meet the old circus boys that he gave the girl he
went in swimming with a twenty-franc note, and after staying until along towards morning we all got into and on top of a hack and went to the hotel and sat up till daylight talking things over.
We found the circus boys were on the way to Germany to go with the Hagenbach outfit to South Africa to capture wild animals for circuses, and when Pa told the boss, who was one of Hagenbach’s managers, about his airship and what a dandy thing it would be to sail around where the lions and tigers live in the jungle, and lasso them, from up in the air, out of danger, he engaged Pa and me to go along, and I guess we will know all about Africa pretty soon.
The next day we went out to the club where Pa keeps his airship, with the boss of Hagenbach’s outfit and a cowboy that used to be with Pa’s circus, to practice lassoing things. They got out the machine and Pa steered it, and the boss and I were passengers, and the cowboy was on the railing in front with his lariat rope, and we sailed along about fifty feet high over the farms, until we saw a big goat. The cowboy motioned for Pa to steer towards the goat, and when we got near enough the cowboy threw the rope over the goat’s horns and tightened it up, and Mr. Goat came right along with us, bleating and fighting. We led the goat about half a mile over some fences, and finally came down to the ground to examine our catch, and we landed all right, and Hagenbach’s boss said it was the greatest scheme that ever was for catching wild animals, and he doubled Pa’s salary, and said we would pack up the next day and go to the Hagenbach farm in Germany and take a steamer for South Africa in a week.
They were talking it over, and the cowboy had released the goat, when that animal made a charge with his head on our party. He struck Pa below the belt, butted the boss in the trousers until he laid down and begged for mercy, stabbed the cowboy with his horns, and then made a hop, skip and jump for the gas bag, burst a hole in it, and when the gas began to escape the goat’s horns got caught in the gas bag and the goat died from the effects of the gas, and we were all glad until about fifty peasant women came across the fields with agricultural implements, and were going to kill us all.
Pa said, “Well, what do you know about that?” but the women were fierce and wanted our blood. The boss could talk French and he offered to give them the goat to settle it, but they said it was their goat anyway, and they wanted blood or damages.
Pa said it was easier to give damages than blood, and just as they were going to cut up the gas bag the boss settled with them for about twenty dollars, and hired them to haul the airship to the nearest station, and we shipped it to Berlin, and got ready to follow the next day.
Pa says we will have a high old time in Africa. He says he wants to ride up to a lion’s den in his airship and dare the fiercest lion to come out and fight, and that he wouldn’t like any better fun than to ride over a royal Bengal tiger in the jungle, and reach down and grab his tail, and make him snarl like a tom cat on a fence in the alley
He talks about riding down a herd of elephants, and picking out the biggest ones, and roping them; and the way Pa is going to scare rhinoceroses and hippopotamuses and make them bleat like calves is a wonder.
I think Pa is the bravest man I ever saw, when he tells it, but I noticed when we had that goat by the horns and he was caught in a barbed wire fence, so the airship had to slow down until he came loose, Pa turned as pale as a sheet, and when the goat bucked him in the stomach Pa’s lips moved as though he was praying. Well, anyway, this trip to Africa to catch wild animals is going to show what kind of sand there is in all of us.
CHAPTER IX.
The Bad Boy Arrives in France—The Boy’s Pa Is Suspected of Being an Anarchist—The Boy Finds Pa Seated at a Large Table Bragging About America He Told Them the Men in America Were All Millionaires and Unmarried.
The greatest relief I ever experienced was getting off of that cattle ship, which I did somewhere in France, because the ship had become so foul smelling that one had to stay on deck to breathe, and there was no more fun to have, cause the officers and crew got on to me, and everyone expected to be blown up or electrocuted if they got near to me, and the last three days they wouldn’t let me eat in the cabin or sleep in my hammock, so I had to go down with the cattle and eat hot bran mash, and sleep in the hay. Gee, but when you eat hot bran mash for a few days you never want to look at breakfast food again as long as you live.
I traded my electric battery to a deck hand for a suit case, and so I looked like a tourist, because I went to a hotel and got a square meal, and had a porter paste some hotel ads. on my suit case, and I took a train for Paris, looking for Pa, cause I knew he wouldn’t be far away from the bullyvards.
I left my baggage at a hotel where we stopped when we were in Paris before, and the man who spoke shattered English told me Pa was rooming there, but he was not around much, because he was being entertained by the American residents, and had some great scheme that took him away on secret expeditions often, and they thought he was either an anarchist or grafter, and since the
assassination of the king and crown prince of Portugal the police had overhauled his baggage in his room several times, but couldn’t find anything incriminating, so I had my baggage sent to Pa’s room, and went out to find Pa, and pick up something that would throw suspicion on him if he showed any inclination to go back on me when I found him.
It was getting along towards dark when I walked down a bullyvard where Pa used to go when we were in Paris before, and as I came to a café where there was a sign, English spoken, I saw a crowd out on the sidewalk surrounding tables, eating and drinking, and there was one big table with about a dozen men and women, Americans, Frenchmen and other foreigners, listening to an elderly man bragging about America, and I saw it was Pa, but he was so changed that but for his bald head and chin whiskers I would not have known him.
He had on French clothes, one of those French silk hats that had a flat brim and a bell crown, and he had a moustache that was pointed at the ends and was waxed so it would put your eyes out.
Pa was telling them that all the men in America were millionaires and unmarried, and that all of them came abroad to spend money and marry foreign ladies, to take them back to America and make queens of them, and he looked at a French woman across the table with goo-goo eyes, and she said to the man next to her, “Isn’t he a dear, and what a wonder he is not married before,” and Pa smiled at her and put his hand on his watch chain, on which there hung gold nuggets as big as walnuts, and he fixed a big diamond in his scarf, so the electric light would hit it plenty.
They ate and drank and the party began to break up, when Pa and the beautiful woman were alone at the table, and they hunched up closer together, and Pa was talking sweet to her, and telling her that all wives in America had special trains on railroads, and palaces in New York, and at Newport and in Florida, and yachts and gold mines, and she could be the queen of them all if she would only say the word, and she was just going to say the word, or something, and had his fat, pudgy hand in both of hers, and was looking into his
