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 Barlow
Durand
Hofmann
Lalumière

abnormal psychology
Fifth Canadian Edition

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ISBN-13: 978-0-17-665718-5
ISBN-10: 0-17-665718-5

9 780176 657185
David H. Barlow V. Mark Durand Stefan G. Hofmann Martin L. Lalumière
 V. Mark Durand
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
Courtesy of V. Mark Durand
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 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 Behavioural Support. He was co-editor of the Journal
of Positive Behavior Interventions, serves on a number of edito-
rial boards, and has written more than 125 publications on func-

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
behaviour 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 received the Chancel-
lor’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
tional communication, educational programming, and behaviour
therapy. His books include Severe Behavior Problems: A Func-
tional Communication Training Approach; Sleep Better! A Guide
to Improving Sleep for Children with Special Needs; Helping
Parents with Challenging Children: Positive Family Interven-
tion; 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 behaviour
problems that is currently mandated by states across the United
States 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 par-
enting), which was validated in a five-year 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 cur-
rent research program includes the study of prevention models and
treatments for such serious problems as self-injurious behaviour.
In his leisure time, he enjoys long-distance running and has
completed three marathons.

NEL About the Authors v

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 Stefan G. Hofmann
Stefan G. Hofmann is an
international expert on psych­
otherapy for emotional disor-
ders. He is a Professor of
psychology at Boston Univer-
sity, where he directs the
Psychotherapy and Emotion
Research Laboratory. He was
Courtesy of Stefan G. Hofmann
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 Associa-
tion and the Association for Psychological Science, and was presi-

born in a little town near
Stuttgart in Germany, which
may explain his thick German
accent. He studied psychol-
ogy 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-behavioural therapy, and neuro-
science. 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
dent of various national and international professional societies,
including the Association for Behavioural 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 Sub-Work 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 dis-
order, 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 published more than 300 peer-­reviewed
jovurnal articles and 15 books, including An Introduction of M
­ odern
CBT (Wiley-Blackwell) and Emotion in Therapy (Guilford Press).
At leisure, he enjoys playing with his sons. He likes travel-
ling to immerse himself into new cultures, make new friends, and
reconnect with old ones. When time permits, he occasionally gets
out his flute.

vi About the Authors NEL

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 Martin L. Lalumière
Martin L. Lalumière is recog-
nized for his work in forensic
psychology, sexual offending,
psychopathy, and the paraphil-
Courtesy of Martin L. Lalumière
ias. He is a Professor of clinical
psychology in the School of
Psychology at the University of
Ottawa and has taught courses
in forensic psychology, abnor-
mal psychology, evolutionary
psychology, and clinical research. He obtained his B.Sc. (1989) and
M.Ps. (1990) from the Université de Montréal and his Ph.D. (1995)
from Queen’s University at Kingston, where he won the Governor
General’s Academic Gold Medal for best graduating Ph.D. student.
Before starting his current position in January 2013 in Ottawa,
Dr. Lalumière was on faculty in the Department of Psychology
at the University of Lethbridge in Alberta (2004–2012) and a
research psychologist in the Law and Mental Health Program at the
Centre for Addiction and Mental Health (1997–2004), a psychiatric
teaching hospital in Toronto. He was on faculty in the Department
of Psychiatry and the Centre for Criminology at the University
of Toronto (1997–2004) and a research psychologist at the max-
imum secure unit of the Mental Health Centre Penetanguishene
(1996–1997)—a psychiatric hospital on Georgian Bay, Ontario
(now called the Waypoint Mental Health Centre). He became a
registered psychologist in Québec in 1991 and in Ontario in 1996.
NEL
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Dr. Lalumière is currently an Associate Editor for the journal
Archives of Sexual Behavior, and is on the editorial boards of
the journals Sexual Abuse: A Journal of Research and Treat-
ment, Evolutionary Psychology, and the Canadian Journal
of Human Sexuality. He has published more than 100 books,
book chapters, and articles, and has obtained over $2 million in
research funds. His research has been funded by the Social Sci-
ences and Humanities Research Council, the Natural Sciences
and Engineering Research Council, the Canadian Institutes of
Health Research, and the Ontario Mental Health Foundation. He
attributes his academic successes to the quality and dedication
of his graduate advisors, mentors, and research colleagues, and
also to the undergraduate and graduate students who have con-
ducted research in his laboratory. He would like to thank Andrea
Ashbaugh, Cary Kogan, Allison Ouimet, and Michael Seto for
commenting on parts of the book, Gail Hepburn for locating
Canadian information, and Liisa Kelly for her superb work as
content development manager.
His current research at the University of Ottawa focuses on the
assessment, treatment, and etiology of the paraphilias and hyper-
sexuality. He also conducts research on the measurement of sexual
attraction and sexual arousal by using psychophysiological and
cognitive methods with men and women.
In his spare time, Dr. Lalumière enjoys fly-fishing, hiking,
reading, and cooking, activities often gleefully shared with Gail,
his wife and partner of 25 years.
About the Authors vii
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 Brief Contents
Preface xix

1 Abnormal Behaviour in Historical Context 2

2 An Integrative Approach to Psychopathology 32

3 Clinical Assessment and Diagnosis 68

4 Research Methods 96

5 Anxiety, Trauma-Related, and Obsessive-Compulsive

Disorders 118

6 Somatic Symptom and Dissociative Disorders 178

7 Mood Disorders and Suicide 206

8 Eating and Sleep-Wake Disorders 254

9 Physical Disorders and Health Psychology 296

10 Sexual Dysfunctions, Paraphilic Disorders, and Gender

Dysphoria 330

11 Substance-Related, Addictive, and Impulse-Control

Disorders 368

12 Personality Disorders 410

13 Schizophrenia Spectrum and Other Psychotic Disorders 446

14 Neurodevelopmental Disorders 480

15 Neurocognitive Disorders 512

16 Mental Health Services: Legal and Ethical Issues 538

Glossary G-1
References R-1
Name Index I-1
Subject Index I-21

NEL ix

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 Contents
1 Abnormal Behaviour in Historical Context 2

What Is a Psychological Disorder? 3 The 19th Century 13

Jerry Cooke/The LIFE Images

Psychological Dysfunction 3 The Development of Biological Treatments 14

Collection/Getty Images

Personal Distress or Impairment 4 Consequences of the Biological Tradition 14

Atypical or Not Culturally Expected 4 The Psychological Tradition 15
The Science of Psychopathology 6 Moral Therapy 15
The Scientist-Practitioner 7 Asylum Reform and the Decline of Moral Therapy 16
Clinical Description 8 Psychoanalytic Theory 17
Causation, Treatment, and Outcomes 8 Humanistic Theory 22
The Past: Historical Conceptions of Abnormal Behaviour 9 The Behavioural Model 23
The Supernatural Tradition 9 The Present: The Scientific Method and an Integrative
Demons and Witches 9 Approach 26
Stress and Melancholy 10 Summary 27
Treatments for Possession 11 Key Terms 28
The Moon and the Stars 11 Answers to Concept Checks 28
Comments 11 Media Resources 29
The Biological Tradition 12
Hippocrates and Galen 12

2 An Integrative Approach to Psychopathology 32

Photographee.eu/Shutterstock.com

One-Dimensional or Multidimensional Models 34 Behavioural and Cognitive Science 54

What Caused Jody’s Phobia? 34 Conditioning and Cognitive Processes 54
Outcome and Comments 35 Learned Helplessness 55
Genetic Contributions to Psychopathology 35 Social Learning 55
The Nature of Genes 35 Prepared Learning 56
New Developments in the Study of Genes and Behaviour 36 Cognitive Science and the Unconscious 56
The Interaction of Genetic and Environmental Effects 37 Cognitive-Behavioural Therapy 57
Epigenetics and the Nongenomic “Inheritance” of Behaviour 39 Emotions 58
Neuroscience and Its Contributions to Psychopathology 41 The Physiology and Purpose of Fear 58
The Central Nervous System 41 Emotional Phenomena 59
The Structure of the Brain 43 The Components of Emotion 59
The Peripheral Nervous System 45 Emotions and Psychopathology 60
Neurotransmitters 47 Cultural, Social, and Interpersonal Factors 60
Implications for Psychopathology 50 Gender Roles 61
Psychosocial Influences on Brain Structure and Function 51 Social Effects on Health and Behaviour 61
Interactions of Psychosocial Factors with Brain Structure Interpersonal Psychotherapy 63
and Function 52
Lifespan Development 63
Comments 53

NEL xi

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 The Principle of Equifinality 64 Key Terms 66
Conclusions 64 Answers to Concept Checks 66
Summary 65 Media Resources 67

3 Clinical Assessment and Diagnosis68

Photographee.eu/Shutterstock.com

Assessing Psychological Disorders 70 Diagnosis before 1980 86

The Clinical Interview 71 DSM-III and DSM-III-R 87
Physical Examination 74 DSM-IV and DSM-IV-TR 87
Behavioural Assessment 74 DSM-5 87
Psychological Testing 76 Creating a Diagnosis 90
Neuropsychological Testing 80 Beyond DSM-5: Dimensions and Spectra 93
Neuroimaging: Pictures of the Brain 81 Summary 94
Psychophysiological Assessment 83 Key Terms 94
Diagnosing Psychological Disorders 83 Answers to Concept Checks 95
Classification Issues 84 Media Resources 95

4 Research Methods96

Important Concepts 97 Adoption Studies 108

Javier Larrea/Getty Images

Basic Components of a Research Study 97 Twin Studies 108

Statistical versus Clinical Significance 99 Genetic Linkage Analysis and Association Studies 109
The Average Client 99 Studying Behaviour over Time 109
Studying Individual Cases 100 Prevention Research 110
Research by Correlation 101 Cross-Sectional Designs 110
Epidemiological Research 101 Longitudinal Designs 111
Research by Experiment 103 Studying Behaviour across Cultures 112
Experimental Designs 103 The Power of a Program of Research 113
Process and Outcome of Treatment 104 Replication 114
Single-Case Experimental Designs 104 Research Ethics 114
Repeated Measurements 105 Summary 116
Withdrawal Designs 105
Key Terms 116
Studying Genetics 106
Answers to Concept Checks 116
Family Studies 107
Media Resources 117

5 Anxiety, Trauma-Related, and Obsessive-Compulsive Disorders 118

© Erich Lessing/Art Resource, NY

The Complexity of Anxiety Disorders 119 Clinical Description 126

Anxiety, Fear, and Panic 119 Statistics 127
Causes of Anxiety and Related Disorders 121 Causes 128
Comorbidity of Anxiety and Related Treatment 129
Disorders 124 Panic Disorder and Agoraphobia 131
Comorbidity with Physical Disorders 124 Clinical Description 131
Suicide 125 Statistics 133
Anxiety Disorders 125 Causes 135
Generalized Anxiety Disorder 125 Treatment 136

xii Contents NEL

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 Specific Phobia 140 Clinical Description 161
Clinical Description 140 Statistics 163
Statistics 143 Causes 164
Causes 144 Treatment 165
Treatment 144 Body Dysmorphic Disorder 166
Social Anxiety Disorder (Social Phobia) 147 Clinical Description 167
Clinical Description 147 Statistics 168
Statistics 147 Causes and Treatment 169
Causes 148 Plastic Surgery and Other Medical Treatments 170
Treatment 150 Other Obsessive-Compulsive and Related Disorders 170
Trauma- and Stressor-Related Disorders 152 Hoarding Disorder 170
Post-Traumatic Stress Disorder 152 Trichotillomania (Hair Pulling Disorder) and Excoriation
(Skin Picking Disorder) 171
Clinical Description 152
Statistics 155 Summary 173
Causes 156 Key Terms 174
Treatment 158 Answers to Concept Checks 174
Obsessive-Compulsive and Related Disorders 160 Media Resources 175
Obsessive-Compulsive Disorder 161

6 Somatic Symptom and Dissociative Disorders 178

Somatic Symptom Disorder and Related Dissociative Amnesia 192

Design Pics Inc/Alamy

Disorders 179 Dissociative Identity Disorder 194

Stock Photo

Somatic Symptom Disorder 179 Summary 202

Illness Anxiety Disorder 181
Key Terms 202
Psychological Factors Affecting Medical Condition 186
Answers to Concept Checks 202
Conversion Disorder (Functional Neurological Symptom
Disorder) 186 Media Resources 203
Dissociative Disorders 190
Depersonalization-Derealization Disorder 191

7 Mood Disorders and Suicide 206

An Overview of Depression and Mania 208 In Older Adults 223

The Structure of Mood Disorders 210 Across Cultures 224
lauralani/Getty Images

Depressive Disorders 210 Among the Creative 224

Clinical Descriptions 210 Causes of Mood Disorders 226
Onset and Duration 214 Biological Dimensions 226
From Grief to Depression 215 Additional Studies of Brain Structure and Function 229
Other Depressive Disorders 216 Psychological Dimensions 229
Bipolar Disorders 218 Social and Cultural Dimensions 233
Clinical Description 218 An Integrative Theory 235
Onset and Duration 221 Treatment 237
Prevalence of Mood Disorders 221 Medications 237
Electroconvulsive Therapy and Transcranial Magnetic
Lifespan Developmental Influences on Mood Disorders 222
Stimulation 239
In Children and Adolescents 222
Psychosocial Treatments 240

NEL Contents xiii

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 Combined Treatments 242 Is Suicide Contagious? 247
Preventing Relapse 242 Treatment 248
Psychosocial Treatments for Bipolar Disorder 243 Summary 250
Suicide 244 Key Terms 251
Statistics 244 Answers to Concept Checks 251
Causes 246
Media Resources 251
Risk Factors 246

8 Eating and Sleep-Wake Disorders 254

Eating Disorders 255 Insomnia Disorder 279

Bubbles Photolibrary/Alamy

Bulimia Nervosa 256 Hypersomnolence Disorders 282

Anorexia Nervosa 259 Narcolepsy 283
Binge-Eating Disorder 261 Breathing-Related Sleep Disorders 285
Stock Photo

Statistics 262 Circadian Rhythm Sleep-Wake Disorders 285

Causes of Eating Disorders 264 Treatment of Sleep-Wake Disorders 286
Social Dimensions 264 Medical Treatments 286
Biological Dimensions 270 Environmental Treatments 287
Psychological Dimensions 271 Psychological Treatments 288
An Integrative Model 272 Preventing Sleep Disorders 288
Treatment of Eating Disorders 273 Parasomnias and Their Treatment 289
Drug Treatments 273 Summary 292
Psychosocial Treatments 273 Key Terms 293
Preventing Eating Disorders 277
Answers to Concept Checks 293
Sleep-Wake Disorders 278 Media Resources 293
An Overview of Sleep Disorders 278

9 Physical Disorders and Health Psychology296

Psychological and Social Factors That Influence Gender Differences in Pain 317
pikselstock/Shutterstock.com

Health 299 The Inseparability of Psychological and Physical Experiences

The Nature of Stress 299 of Pain 317
The Physiology of Stress 299 Chronic Fatigue Syndrome 318
Contributions to the Stress Response 299 Psychosocial Treatment of Physical Disorders 320
Stress, Anxiety, Depression, Biofeedback 320
and Excitement 300
Relaxation and Meditation 320
The Immune System and Physical Disorders 301 A Comprehensive Stress-Reduction and Pain-Reduction
A Brief Overview 302 Program 321
AIDS 304 Drugs and Stress-Reduction Programs 323
Cancer 306 Denial as a Means of Coping 323
Cardiovascular Problems 310 Modifying Behaviours to Promote Health 323
Hypertension 310 Summary 326
Coronary Heart Disease 312 Key Terms 327
The Role of Chronic Negative Emotions 313
Answers to Concept Checks 327
Chronic Pain 314
Media Resources 327
Psychological and Social Aspects 315
Biological Aspects 316

xiv Contents NEL

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 Bob Thomas/Photographer’s Choice/
10 Sexual Dysfunctions, Paraphilic ­Disorders, and Gender Dysphoria330

What Is Normal? 331 Paraphilic Disorders: Clinical Descriptions 350

Gender Differences 332 Fetishistic Disorder 351
Cultural Differences 334 Voyeuristic and Exhibitionistic Disorders 352
Transvestic Disorder 352
Getty Images

An Overview of Sexual Dysfunctions 335

Sexual Desire Disorders 335 Sexual Sadism and Sexual Masochism Disorders 354
Sexual Arousal Disorders 337 Pedophilic Disorder 354
Orgasm Disorders 338 Paraphilic Disorders in Women 355
Sexual Pain Disorders 340 Causes of Paraphilic Disorders 356
Assessing Sexual Behaviour 341 Assessing and Treating Paraphilic Disorders 357
Interviews 341 Assessment 357
Medical Examination 342 Psychosocial Treatment 357
Psychophysiological Assessment 342 Drug Treatments 359
Causes of Sexual Dysfunction 343 Gender Dysphoria 359
Biological Contributions 343 Defining Gender Dysphoria 359
Psychological Contributions 344 Causes 361
Social and Cultural Contributions 344 Treatment 362
The Interaction of Psychological and Physical Factors 346 Summary 364
Treatment of Sexual Dysfunction 346 Key Terms 365
Psychosocial Treatments 347 Answers to Concept Checks 365
Medical Treatments 348
Media Resources 365
Summary 350

11 Substance-Related, Addictive, and Impulse-Control Disorders 368

Medioimages/Photodisc/Getty Images

Perspectives on Substance-Related Social Dimensions 395

and Addictive Disorders 369 Cultural Dimensions 396
Levels of Involvement 370 An Integrative Model 396
Diagnostic Issues 372 Treatment 397
Depressants 373 Biological Treatments 398
Alcohol-Related Disorders 374 Psychosocial Treatments 399
Sedative-, Hypnotic-, and Anxiolytic-Related Disorders 378 Harm Reduction 402
Stimulants 381 Prevention 403
Stimulant-Related Disorders 382 Gambling Disorder 403
Tobacco-Related Disorders 384 Impulse-Control Disorders 405
Caffeine-Related Disorders 385 Intermittent Explosive Disorder 405
Opioids 385 Kleptomania 405
Cannabis 387 Pyromania 406
Hallucinogens 388 Summary 406
Other Drugs of Abuse 390 Key Terms 407
Causes 391 Answers to Concept Checks 407
Biological Dimensions 391 Media Resources 407
Psychological Dimensions 393

NEL Contents xv

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 12 Personality Disorders 410
© keith morris/Alamy Stock Photo

An Overview 411 Histrionic Personality Disorder 433

Categorical and Dimensional Models 412 Narcissistic Personality Disorder 435
Personality Disorder Clusters 412 Cluster C Disorders 437
Statistics and Development 413 Avoidant Personality Disorder 437
Gender Differences 414 Dependent Personality Disorder 438
Comorbidity 415 Obsessive-Compulsive Personality Disorder 440
Cluster A Disorders 416 Personality Disorders under Study 441
Paranoid Personality Disorder 416 Summary 442
Schizoid Personality Disorder 418
Key Terms 443
Schizotypal Personality Disorder 419
Answers to Concept Checks 443
Cluster B Disorders 421
Media Resources 443
Antisocial Personality Disorder 421
Borderline Personality Disorder 429

13 Schizophrenia Spectrum and Other Psychotic Disorders 446

Perspectives on the Concept Genetic Influences 460

of Schizophrenia 447
Nick Dolding/Getty Images

Neurobiological Influences 463

Early Figures in Diagnosing Schizophrenia 447 Psychological and Social Influences 466
Identifying Symptoms 448 Treatment 468
Clinical Description 449 Biological Interventions 469
Positive Symptoms 450 Psychosocial Interventions 471
Negative Symptoms 452 Treatment across Cultures 475
Disorganized Symptoms 453 Prevention 475
Historic Schizophrenia Subtypes 454 Summary 476
Other Psychotic Disorders 455
Key Terms 477
Prevalence and Causes of Schizophrenia 458
Answers to Concept Checks 477
Statistics 458
Media Resources 477
Development 459
Cultural Factors 459

14 Neurodevelopmental Disorders 480

Christopher Futcher/Getty Images

Perspectives 481 Autism Spectrum Disorder 493

Attention-Deficit/Hyperactivity Disorder 482 Clinical Description 494
Clinical Description 482 Statistics 496
Statistics 483 Causes: Biological Dimensions 497
Causes 484 Causes: Psychological and Social Dimensions 498
Treatment 486 Treatment 499
Specific Learning Disorder 488 Intellectual Disability (Intellectual Developmental Disorder) 501
Clinical Description 488 Clinical Description 502
Statistics 489 Statistics 503
Causes 492 Causes 504
Treatment 492 Treatment 506

xvi Contents NEL

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 Prevention of Neurodevelopmental Disorders 507 Answers to Concept Checks 509
Summary 508 Media Resources 509
Key Terms 509

15 Neurocognitive Disorders 512

Perspectives 513 Substance/Medication-Induced Neurocognitive

Gabriela Medina/Blend Images/

Delirium 514 Disorder 525

Clinical Description and Statistics 514 Causes 526
Treatment: An Overview 528
Getty Images

Treatment 515
Prevention 515 Prevention 532

Major and Mild Neurocognitive Disorders 516 Summary 534

Clinical Description and Statistics 518 Key Terms 534
Neurocognitive Disorder of the Alzheimer’s Type 519 Answers to Concept Checks 534
Vascular Neurocognitive Disorder 522 Media Resources 535
Other Medical Conditions That Cause Neurocognitive
Disorder 522

16 Mental Health Services: Legal and Ethical Issues 538

Wolfgang Lienbacher/Getty Images

Civil Commitment 539 The Right to Refuse Treatment 549

Criteria for Civil Commitment 540 The Rights of Research Participants 550
Defining Mental Illness 541 Clinical Practice Guidelines 551
Dangerousness 541 Conclusions 552
Deinstitutionalization and Homelessness 542
Summary 552
Criminal Commitment 543
Key Terms 553
The Insanity Defence 544
Answers to Concept Checks 553
Reactions to the Insanity Defence 546
Fitness to Stand Trial 546 Media Resources 553
Duty to Warn 547
Mental Health Professionals as Expert Witnesses 547 Glossary G-1
References R-1
Ethics and Treatment of Mental Illness 548 Name Index I-1
Boundary Issues 548 Subject Index I-21
Do No Harm 548
Recognizing Limits of Competence 549
Patients’ Rights 549
The Right to Treatment 549

NEL Contents xvii

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 Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202

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 Preface
Science is constantly evolving, but every now and then some-
thing groundbreaking occurs that alters our way of thinking. For
example, evolutionary biologists, who long assumed that the pro-
cess 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 com-
partmentalized, 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 dysfunc-
tion (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 psy-
chology 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-behavioural 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 inter-
actions of biological, psychological, and social factors are expli-
cated 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 dem-
onstrating 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 addi-
tion, the entire section on genetics has been rewritten to highlight
the new emphasis on gene–environment interaction, along with
recent thinking from leading behavioural 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 environ-
mental factors alone but rather arise from their interaction. We now
NEL
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
00_FM.indd 19
understand that psychological and social factors directly affect
neurotransmitter function and even genetic expression. Similarly,
we cannot study behavioural, cognitive, or emotional processes
without appreciating the contribution of biological and social fac-
tors 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 disor-
ders 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 pio-
neered a new generation of abnormal psychology textbooks,
which offer an integrative and multidimensional perspective.
(We acknowledge such one-dimensional approaches as bio-
logical, psychosocial, and supernatural as historic perspectives
on our field). We include substantial current evidence of the
reciprocal influences of biology and behaviour and of psycho-
logical and social influences on biology. Our examples hold the
reader’s attention; for example, we discuss genetic contributions
to divorce, the effects of early social and behavioural experi-
ence 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 psy-
chological treatments on neurotransmitter flow and brain func-
tion. We acknowledge the often-neglected 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 behavioural, biological,
cognitive, and social discoveries to create an integrated tapestry
of psychopathology.
Lifespan Developmental Influences
No modern view of abnormal psychology can ignore the impor-
tance of lifespan developmental factors in the manifestation and
treatment of psychopathology. Studies highlighting developmental
xix
1/19/17 6:37 PM
 windows for the influence of the environment on gene expression
are explained. Accordingly, although we include a Neurodevel-
opmental Disorders chapter (Chapter 14), we consider the impor-
tance of development throughout the text; we discuss childhood
and geriatric anxiety, for example, in the context of the Anxiety,
Trauma-Related, and Obsessive-Compulsive Disorders chapter.
This system of organization, which is for the most part consis-
tent 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 knowl-
edge 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 psychoan-
alytic 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 illus-
trate scientific findings on the causes and treatment of psychopa-
thology. We have run active clinics for years, so 95 percent 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 fac-
tors, 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 one
of us (DHB) was an appointed Advisor 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 earlier Canadian and
U.S. editions was our strategy of discussing treatments in the
same chapter as the disorders themselves instead of in a separate
xx Preface
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
00_FM.indd 20
chapter, an approach that is supported by the development of spe-
cific 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 ser-
vices. We also provide a historical context for current perspectives
so students will understand the effects of social and cultural influ-
ences on legal and ethical issues.
Diversity
Issues of culture and gender are integral to the study of psychopa-
thology. 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 the Fifth Canadian 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. There-
fore, once again, every chapter has been carefully revised to reflect
the latest research studies on psychological disorders. Hundreds
of new references from 2015 and 2016 (and some still “in press”)
appear for the first time in this edition, and some of the informa-
tion they contain stuns the imagination. New Canadian content
has been added, in particular statistics based on the most recent
surveys and new information on mental health service delivery in
Canada. Some new headings have been added, and DSM-5 criteria
are included in their entirety as tables in the appropriate disorder
chapters. Additionally, to address reviewer feedback and in spite of
these additions, non-essential material has been eliminated and the
rest streamlined so that this edition is actually shorter than the last.
Anxiety, Trauma-Related, and Obsessive-Compulsive Disor-
ders (Chapter 5), Mood Disorders and Suicide (Chapter 7), Eating
and Sleep-Wake Disorders (Chapter 8), Physical Disorders and
NEL
1/19/17 6:37 PM
 Health Psychology (Chapter 9), Substance-Related, Addictive, and ■■ updated generalized anxiety disorder discussion, especially
Impulse-Control Disorders (Chapter 11), Schizophrenia Spectrum about newer treatment approaches
and Other Psychotic Disorders (Chapter 13), and Neurodevelop- ■■ updated information on description, etiology, and treatment
mental Disorders (Chapter 14) have been the most heavily revised for specific phobia, social anxiety disorder, and post-traumatic
to reflect new research, but all chapters have been significantly stress disorder, including new statistics relevant to the Canadian
updated and refreshed. Armed Forces
Chapter 1, Abnormal Behaviour in Historical Context, features
The grouping of disorders in Chapter 6, now titled Somatic
updated nomenclature to reflect new titles in DSM-5, updated
Symptom and Dissociative Disorders, reflects a major overarching
descriptions of research on defence mechanisms, and fuller and
change, specifically for somatic symptom disorder, illness anxiety
deeper descriptions of the historical development of psychody-
disorder (formerly known as hypochondriasis), and psychological
namic and psychoanalytic approaches. Information on clinical
factors affecting medical condition. The chapter discusses the dif-
training in Canada has been added.
ferences between these overlapping disorders and provides a sum-
Chapter 2, An Integrative Approach to Psychopathology,
mary of the causes and treatment approaches for these problems.
includes an updated discussion of developments in the study of
In addition, Chapter 6 now has an updated discussion on the false
genes and behaviour with a focus on gene–environment interac­
memory debate related to trauma in individuals with dissociative
tion; new data illustrating the gene–environment correlation model;
identity disorder.
new studies illustrating the psychosocial influence on the develop-
Chapter 7, Mood Disorders and Suicide, provides an updated
ment of brain structure and function in general and on neurotrans-
discussion on the psychopathology and treatment of the DSM-5
mitter systems specifically; updated, revised, and refreshed sections
Mood Disorders, including persistent depressive disorder, sea-
on behavioural and cognitive science including new studies illus-
sonal affective disorder, disruptive mood dysregulation disorder,
trating the influence of positive psychology on physical health and
bipolar disorder, and suicide. The chapter discusses new data on
longevity; new studies supporting the strong influence of emotions,
the genetic and environmental risk factors and protective factors,
specifically anger, on cardiovascular health; new studies illustrating
such as optimism. Also included is an update on the pharmaco-
the influence of gender on the presentation and treatment of psy-
logical and psychological treatments.
chopathology; a variety of powerful new studies confirming strong
social effects on health and behaviour; and new studies confirming Thoroughly rewritten and updated, Chapter 8, Eating and
the puzzling “drift” phenomenon resulting in a higher prevalence Sleep-Wake Disorders, contains new information on mortality
of schizophrenia among individuals living in urban areas. and suicide rates in anorexia nervosa; new epidemiological infor-
mation on the prevalence of eating disorders in adolescents; new
Chapter 3, Clinical Assessment and Diagnosis, now presents
information on the increasing globalization of eating disorders and
references to “intellectual disability” instead of “mental retarda-
obesity; updated information on typical patterns of comorbidity
tion” to be consistent with DSM-5 and changes within the field; a
accompanying eating disorders and new and updated research on
description of the organization and structure of DSM-5 along with
changes in the incidence of eating disorders among males; racial
major changes from DSM-IV; a description of methods to coor-
and ethnic differences on the thin-ideal body image associated
dinate the development of DSM-5 with the forthcoming ICD 11;
with eating disorders; the substantial contribution of emotion dys-
and a description of likely directions of research as we begin to
regulation to the etiology and maintenance of anorexia; the role of
head toward DSM-6.
friendship cliques in the etiology of eating disorders; mothers with
In Chapter 4, Research Methods, a new example of how behav-
eating disorders who also restrict food intake by their children, the
ioural scientists develop research hypotheses is presented.
contribution of parents and family factors in the etiology of eating
Chapter 5, entitled Anxiety, Trauma-Related, and Obsessive-
disorders; biological and genetic contributions to causes of eating
Compulsive Disorders, is organized according to the three major
disorders, including the role of ovarian hormones; transdiagnostic
groups of disorders: anxiety disorders, trauma- and stressor-related
treatment applicable to all eating disorders; results from a large
disorders, and obsessive-compulsive and related disorders. Two
multinational trial comparing CBT to psychoanalysis in the treat-
disorders new to DSM-5 (separation anxiety disorder and selec-
ment of bulimia; the effects of combining Prozac with CBT in the
tive mutism) are presented, and the Trauma and Stressor-Related
treatment of eating disorders; and racial and ethnic differences in
Disorders section includes not only post-traumatic stress disorder
people with binge eating disorder seeking treatment.
and acute stress disorder but also adjustment disorder and attach-
Realigned coverage of Sleep-Wake Disorders, also in Chapter
ment disorders. The final new grouping, Obsessive-Compulsive and
8, with new information on sleep in women is now reported—
Related Disorders, includes not only obsessive-compulsive disorder
including risk and protective factors, an updated section on narco-
but also body dysmorphic disorder, hoarding disorder, and finally
lepsy to describe new research on the causes of this disorder, and
trichotillomania (hair pulling disorder) and excoriation (skin picking
new research on the nature and treatment of nightmares are now
disorder). Some of the revisions to Chapter 5 include the following:
included.
■■ updated information about the neuroscience and genetics of fear In Chapter 9, Physical Disorders and Health Psychology, we
and anxiety include a review of the increasing depth of knowledge on the
■■ updated information on the relationship of anxiety and related influence of psychological social factors on brain structures and
disorders to suicide function; new data supporting the efficacy of stress management
■■ updated information on the influence of personality and culture on cardiovascular disease an updated review of developments
on the expression of anxiety into causes and treatment of chronic pain; updated information

NEL Preface xxi

Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202

00_FM.indd 21 1/19/17 6:37 PM

 eliminating certain viruses (XMRV and pMLV) as possible causes
of chronic fatigue syndrome; and updated review of psychological
and behavioural procedures for preventing injuries.
Chapter 10, Sexual Dysfunctions, Paraphilic Disorders, and
Gender Dysphoria, has a revised organization of sexual dys­
functions, 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. Other major revisions
include new reports contrasting differing attitudes and engagement
in sexual activity across cultures even within North America; 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 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, Substance-Related, Addic-
tive, and Impulse-Control 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; 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 behaviour problems in these children.
Chapter 12, Personality Disorders, now features a completely
new section on gender differences to reflect newer, more sophisti-
cated 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 Dis-
orders, presents a new discussion of schizophrenia spectrum dis-
order and the dropping of subtypes of schizophrenia from DSM-5;
new research on deficits in emotional prosody comprehension
and its role in auditory hallucinations; a discussion of the possible
involvement of a parasite found in cats’ feces; 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 behaviour problems in children with ADHD; 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); and new research findings that
show a variety of genetic mutations, including de novo disorders
xxii Preface
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
00_FM.indd 22
(genetic mutations occurring in the sperm or egg or after fertiliza-
tion), are present in those children with intellectual disability (ID)
of previously unknown origin.
Chapter 15, now called Neurocognitive Disorders, features
descriptions of research assessing brain activity (fMRI) in indi-
viduals during active episodes of delirium as well as after these
episodes; data from the Einstein Aging study concerning the preva-
lence of a disorder new in DSM-5, mild neurocognitive disorder;
and a new discussion of new neurocognitive disorders (e.g., neuro-
cognitive disorder due to Lewy bodies or prion disease).
And Chapter 16, Mental Health Services: Legal and Ethical
Issues, presents updated information on how to best assess risk of
violence, and a discussion of the revised research ethics principles
and procedures used in Canada.
DSM-IV, DSM-IV-TR, and DSM-5
Much has been said about the mix of political and scientific con-
siderations that resulted in the DSM-5, and naturally we have
our own opinions. Psychologists are often concerned about “turf
issues” in what has become—for better or worse—the noso-
logical 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 stimu-
lating 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 just described, 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 infer-
ences 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 to the future of abnormal psychology as a field, the prospect
of helping the greatest number of people who display psychological
disorders may lie in our ability to prevent these difficulties. Although
this has long been a goal of many, we are now at the beginning of
what appears to be a new age in prevention research. Numerous
scientists from all over the globe are developing the methodologies
and techniques that may finally provide us with the means to inter-
rupt the debilitating toll of emotional distress caused by the disorders
chronicled in this book. We therefore highlight these cutting-edge
prevention efforts—such as preventing eating disorders, suicide,
NEL
1/19/17 6:37 PM
Another random document with
no related content on Scribd:
generale, intimamente vero, per la sorte di tutte le discipline
dell’intelletto: «L’arte, della quale parliamo non è amica del riposo e
della pace, non ama la probità e la moderazione..... Essa è figlia
della licenza, che gli stolti chiamano libertà, è compagna e ispiratrice
dei rivolgimenti pubblici: senza rispetti, incapace di servire, ribelle,
temeraria, arrogante, tale da non poter fiorire in una città bene
ordinata..... La vegetazione più vigorosa è figlia della terra, che non
ha mai subìto l’aratro...» [877].
 SOMMARIO

INTRODUZIONE pag. 5

CAPITOLO I. — Gli imperatori di casa

Giulio-Claudia e l’istruzione nell’Impero
Romano (30 a. C. — 68 d. C.) 11

I. La politica scolastica degli Imperatori di

casa Giulio-Claudia. I privilegi di Augusto ai
praeceptores. Una scuola di Stato per la
nuova aristocrazia imperiale — II. Le
biblioteche pubbliche augustee. — III. Il
governo di Augusto e la custodia delle
opere d’arte. — IV. Augusto e l’immunità dai
carichi pubblici ai medici e ai docenti di
medicina. — V. Augusto e la nuova
educazione della gioventù. — VI.
Contenuto religioso e morale di questa
educazione. — VII. Augusto istituisce un
ufficio di sovrintendenza generale su
l’istruzione e l’educazione della gioventù
romana. — VIII. Augusto e l’istruzione
pubblica nelle provincie: la biblioteca del
Sebasteum; l’impero assume
l’amministrazione e la direzione del Museo
alessandrino. — IX. L’istruzione pubblica e
il governo centrale da Augusto a Nerone.
Caligola e i concorsi di eloquenza. Il
Museum Claudium. — X. La Corte e la sua
influenza sulla nuova aristocrazia. I
 concorsi di eloquenza istituiti da Nerone e
l’incremento degli studi di retorica. Il
governo di Nerone e gli studi di filosofia. —
XI. Le immunità agli insegnanti datano
probabilmente da Nerone. — XII. Rassegna
e ampiezza di queste immunità. — XIII.
Casi di immunità speciali a favore degli
insegnanti primarii. — XIV. Nerone e
l’ellenizzarsi della educazione fisica in
Roma. — XV. Nerone e l’incremento
dell’istruzione musicale. XVI. — I
successori di Augusto e le organizzazioni
giovanili a Roma e in Italia. — XVII. Nerone
ricompone le biblioteche perite nell’incendio
del 64. — XVIII. Gli imperatori di casa
Giulio-Claudia e gli studii di giurisprudenza.
— XIX. Il nuovo regime e l’istruzione
pubblica.

CAPITOLO II. — Gl’imperatori di casa

Flavia e l’istruzione nell’Impero romano
(69-96) 81

I. Vespasiano e la fondazione di nuove

biblioteche. Riconferma delle immunità ai
maestri di grammatica, di retorica e di
filosofia. Stipendio ai principali insegnanti di
retorica in Roma. Non si tratta di una
statizzazione delle scuole di retorica. — II.
Motivi della innovazione. Condizioni
economiche dei maestri di retorica. Il
provvedimento di Vespasiano quale misura
della considerazione sociale dei retori. —
III. Trascuranza del governo imperiale verso
i grammatici e gli insegnanti elementari;
 loro condizioni economiche. — IV. Rapporti
amministrativi e giuridici dei retori
stipendiati con lo Stato. Giudizio dei
contemporanei. — V. Quintiliano primo
retore stipendiato, come maestro e come
pedagogista. — VI. Tito rimane fedele alla
politica scolastica del padre. Domiziano
riedifica le biblioteche distrutte. La
ripercussione della operosità imperiale sulla
diffusione e sul regime delle biblioteche. —
VII. Domiziano inaugura nuovi concorsi di
eloquenza. — VIII. Domiziano e il trionfo
della educazione fisica a tipo ellenico.
Vespasiano, Domiziano e l’istruzione
musicale. Il nuovo indirizzo dei collegi
giovanili. — IX. Il rovescio della medaglia:
Vespasiano contro le scuole filosofiche
ateniesi. — X. Il governo dei Flavii e
l’istruzione pubblica nell’impero romano.

CAPITOLO III. Gli imperatori da Nerva a M.

Aurelio e l’istruzione pubblica
nell’Impero romano (96-180) 113

I. Reazione di Nerva e di Traiano alla politica

dei Flavii; gli stipendi ai retori interrotti;
esitanze nella riconferma delle immunità. —
II. Reazione all’educazione fisica e
musicale ellenizzante. — III. La biblioteca
Ulpia Traiana. — IV. I pueri alimentarii e i
provvedimenti relativi in Roma, in Italia e
nelle province. — V. Traiano e i maestri;
rifiorimento della coltura. — VI. P. Elio
Adriano — VII. Adriano, le immunità, gli
onori e i benefici largiti ai maestri. — VIII.
 L’Athenaeum e la biblioteca Capitolina.
Adriano e gli studii di giurisprudenza. — IX.
Adriano e l’istruzione pubblica nelle
provincie: in Atene; riforme nella scuola
degli Epicurei; innovazioni nel Museo
alessandrino. — X. Le nuove norme di
Antonino Pio circa le immunità dei maestri.
— XI. Antonino Pio non inaugura scuole di
Stato in provincia, ma vi promuove
l’istituzione di scuole municipali di retorica e
di filosofia. — XII. Marco Aurelio e la
fondazione delle prime cattedre imperiali
universitarie in Atene. — XIII. I concorsi
universitarii. — XIV. Le cattedre di
fondazione imperiale nell’Athenaeum
romano. — XV. Gli Antonini, le istituzioni
alimentari e la istruzione primaria. — XVI.
Gli imperatori da Traiano a Marco Aurelio e
l’istruzione musicale. — XVII. Il governo ed
i collegi giovanili. La cura delle belle arti.
L’amministrazione delle biblioteche. L’età
degli imperatori da Nerva a Traiano, la
scuola e la coltura nell’impero romano.

CAPITOLO IV. — Lo Stato e l’istruzione

pubblica da Commodo all’abdicazione di
Diocleziano (180-305) 177

I. La cultura e l’istruzione pubblica in questo

periodo — II. Il nuovo carattere militare dei
collegia iuvenum sotto i Severi. — III. La
nuova legislazione a tutela dei maestri e
degli studenti. Il governo centrale e
l’istruzione pubblica nei comuni. — IV. Le
nuove istituzioni scolastiche di Alessandro
 Severo. — V. La decadenza delle istituzioni
alimentari nel III. secolo. La politica del
governo e l’istruzione pubblica da
Alessandro Severo a Diocleziano. La
imposta municipalizzazione delle scuole di
Antiochia. — VI. Diocleziano e
l’insegnamento del diritto. L’editto de pretiis
rerum venalium e gli onorari degli
insegnanti. — VII. La soppressione delle
cattedre di astrologia. La distruzione delle
biblioteche cristiane. — VIII. Costanzo
Cloro e l’istruzione pubblica nelle Gallie. Le
Gallie nel III. e nel IV. secolo. La nomina del
retore Eumenio in Augustodunum.

CAPITOLO V. — L’istruzione pubblica

nell’Impero romano, Costantino il
Grande e i suoi figli (312-361) 211

I. La monarchia Dioclezianea-Costantiniana e
il trasporto della capitale a Costantinopoli.
Ripercussione di ciò sulle sorti della
istruzione pubblica nell’impero. — II.
Costantino e la coltura. L’Università
Costantinopolitana. — III. Una nuova
biblioteca pubblica. Costantino e l’istruzione
professionale. L’istruzione primaria; fine
delle fondazioni alimentari. — IV. Privilegi e
garanzie ai docenti privati e pubblici nelle
città di provincia. Ampliamento delle
immunità e suoi motivi. Immunità ai
professionisti delle arti edilizie e industriali.
— V. Costantino e la cura delle opere
d’arte. — VI. I figli di Costantino ne
continuano la politica; gl’imperatori, il
 Senato e i governatori nella scelta dei
maestri. Riforme nell’Università ateniese.
Dichiarazione dei nuovi criterii di governo in
fatto di istruzione pubblica. — VII. I figli di
Costantino e probabile limitazione delle
immunità.

CAPITOLO VI. — Le innovazioni

scolastiche di Giuliano l’Apostata (361-
363) 239

I. Giuliano e gli atti più notevoli della sua

legislazione scolastica. Reintegrazione
dell’antica larghezza di immunità; sua
bibliofilia. La legge del 362 su
l’insegnamento pubblico e privato. — II.
L’editto su l’insegnamento classico. Un
secondo editto? — III. Giudizio sulla legge
del 362. Gli antichi e l’editto; l’approvazione
dei cristiani intransigenti; la
disapprovazione dei cristiani moderati, dei
pagani e degli indifferenti. — IV. Giudizio
dei moderni. — V. Il merito e la portata
dell’editto. — VI. L’applicazione e gli effetti.
— VII. Disegni di nuove scuole e di riforme
a vantaggio dell’istruzione classica e
musicale. Giuliano e il favore accordato ai
retori e ai filosofi. Il valore dell’opera dei
Costantiniani nei rispetti della istruzione
pubblica.

CAPITOLO VII. — La dinastia Valentiniana

e l’istruzione pubblica nell’Impero
romano (364-383) 281
I. La reazione alla politica scolastica di
Giuliano. — II. Un regolamento disciplinare
per gli studenti stranieri in Roma — III.
Valentiniano riconferma le immunità; nuove
immunità ai maestri di pittura. — IV. Valente
e la biblioteca costantinopolitana; Valente
contro l’astrologia; distruzione di opere
scientifiche classiche; giudizio che di lui fa
Temistio. — V. Le riforme scolastiche di
Graziano; l’ordinamento delle scuole in
Gallia; gli stipendii dei maestri. — VI.
Valentiniano, Graziano e i medici di Roma e
della Corte; la cura dei monumenti antichi e
delle opere d’arte. — VII. La rinascita
intellettuale in tutto l’impero.

CAPITOLO VIII. — La dinastia dei Teodosii

e la pubblica istruzione (383-450) 309

I. La reazione cattolica di Teodosio I. e

l’istruzione pubblica: la soppressione degli
stipendi ai docenti pubblici in Roma e in
Atene. — II. Eccezioni a favore dei medici;
cura delle opere d’arte. Ripresa della
decadenza intellettuale del III. secolo. — III.
I due figli di Teodosio continuano la politica
del padre. — IV. Teodosio II. riconferma le
immunità ai maestri. I provvedimenti di
Teodosio relativi alla Università
costantinopolitana. — V. Carattere di
quest’opera. L’Università costantinopolitana
e quella ateniese. La distribuzione delle
cattedre. L’abolizione dell’insegnamento
privato-pubblico. — VI. Il nuovo
ordinamento e le altre scuole medie e
 superiori, creato dallo Stato. — VII.
Teodosio conferma di nuovo le immunità ai
maestri. La compilazione del Codex
Theodosianus; la scienza e l’insegnamento
giuridico.

CAPITOLO IX. — L’impero e l’istruzione

pubblica dalla morte di Teodosio II. alla
fine del governo di Giustiniano (450-565) 337

I. Necessità di estendere il presente studio

fino al VI. secolo. — II. Il governo di
Teodorico, la cultura e l’istruzione pubblica
in Italia. — III. Prosecuzione della politica di
Teodorico sotto Atalarico e Teodato,
Atalarico e le scuole di Roma. Rinascita
intellettuale. — IV. Giustiniano, la sua
reazione cristiana, e il divieto
d’insegnamento ai pagani. — V.
Soppressione dell’Università ateniese. —
VI. Sospensione degli stipendi ai docenti di
arti liberali. — VII. La compilazione del
Codex iustinianeus, del Digestum e delle
Institutiones. — VIII. Scopi e vantaggi di
tale opera rispetto alla scuola e
all’insegnamento. Riduzione delle scuole di
giurisprudenza dell’impero; aumento del
personale insegnante in Costantinopoli e in
Berito; immunità ai professori di
giurisprudenza; prolungamento del corso; la
disciplina degli studenti. — IX. I nuovi
programmi per l’insegnamento della
giurisprudenza. — X. Giustiniano e
l’istruzione pubblica negli ultimi anni del suo
governo.
CONCLUSIONE 379

I. La politica scolastica della repubblica e

dello impero. Il governo centrale e le scuole
di Stato. — II. Il governo e le scuole
municipali e private. — III. Lo Stato, i
maestri, gli studenti, la libertà
dell’insegnamento. — IV. Lo Stato e
gl’insegnamenti professionali. — V. Le
biblioteche pubbliche e loro
amministrazione. VI. Lo Stato, le
accademie, i musei; la cura delle opere
d’arte. — VII. L’imperatore, il senato, e la
suprema direzione dell’istruzione pubblica.
— VIII. L’amministrazione centrale e
provinciale. — IX. Gli impulsi indiretti del
governo alla istruzione pubblica; il tentativo
di una educazione di Stato; l’educazione
fisica. — X. La decadenza intellettuale e la
vanità effettiva dell’opera dello Stato.
 INDICE ANALITICO — ALFABETICO

A censibus, 31; 32-33; (V. Census).

Adriano, A. e l’istruzione pubblica in genere, 124-126; 127; A. e le
immunità agl’insegnanti, 49-50; 50 sgg.; conferisce stipendii agli
insegnanti di Roma e delle province, 129-130; fissa per loro dei limiti
di età e delle pensioni, 127-128; 130; costruisce in Roma un edifizio
per il pubblico insegnamento, 130 sgg.; fonda la Biblioteca
Capitolina, 133; A. e lo studio del diritto, 133-135; A. fonda un
Ginnasio in Atene, 136; A. e la scuola Epicurea di Atene, 136-137;
A. e il Museo alessandrino, 138-139.
Agone capitolino, 103; 105; 106-107.
Agrippa (M. V.), Suo amore per la coltura, 19; esorta l’aristocrazia
romana ad aprire al pubblico i suoi Musei e le sue pinacoteche, 20.
Agricola, e l’istruzione pubblica in Britannia, 5.
Alessandria, Scuole di medicina, 22; di musica, 275; di
giurisprudenza, 365; il Museo di A. 34 sgg.; 131; 138-139; il Museo
Claudio, 39 sgg.; il Sebasteum, 34.
Alessandro Severo, Sua coltura, 187-188; fonda in Roma cattedre
di grammatica, medicina, aruspicina, astrologia, ingegneria,
architettura, 188-191; 390-391; erige in Roma nuovi edifici scolastici,
191; istituisce borse di studio per gli alunni poveri, 191; A. S. e le
istituzioni alimentari, 192.
Alimentari (Istituzioni), (V. Pueri alimentarii).
Annonae (borse di studio), 191; 275; 403; (V. Stipendi).
Antiochia, Scuole di A., 193.
Antiquarii, (V. Librarii).
Antonini, Gli A., e le istituzioni alimentari, 165-167; e l’istruzione
musicale, 167-170; e i collegia iuvenum, 170; e la cura delle opere
d’arte, 171-173; gli A. e l’insegnamento medio-superiore, 163-165; la
politica scolastica degli A., 174-175; (V. Antonino Pio; Marco
Aurelio; Caracalla).
Antonino Pio, e le immunità agli insegnanti, 50 sgg.; 140 sgg.; e
l’insegnamento municipale, 150-152; 385; e la cura delle opere
d’arte, 171-173; e il governo delle biblioteche, 173-174.
Architetti, 188, n. 2; 196; immunità agli A., 226; 230; Architecti
magistri (professori di architettura) e loro onorario, 196-197.
Architettura, Scuole di A. in Roma, 188; 188, n. 2; 390; 391; in
Africa, 220-221; professori di A. (V. Architecti magistri).
Areopago, L’A. ateniese e l’istruzione pubblica, 158, n. 1; 159.
Aruspicina, L’A. e la politica romana, 189; Scuole di A. in Roma,
188; 390-391.
Asia Minore, Scuole di medicina, 22.
Astrologia, L’A. e la politica romana, 188-189; Settimio Severo e
l’A., 189; pene contro l’esercizio dell’A., 188-189; Alessandro Severo
e l’A., 189-190; scuole di A. in Roma, 188; 390-391.
A Studiis, 30 sgg.; 400.
Atalarico, Sua politica scolastica, 345-348; A. e le scuole di Roma,
346 sgg.
Atene, Scuole di medicina, 22; 190; di astronomia e di astrologia,
190; le scuole filosofiche di A. e Vespasiano, 108-110; Adriano e la
Scuola Epicurea, 136-138; locali scolastici universitari, 130-131;
Adriano fonda in A. una biblioteca e un Ginnasio, 136; M. Aurelio vi
fonda cattedre di retorica e di filosofia, 153-156; A. e Costantino,
215; l’Università di A. nel IV. secolo di C., 232-233; Giuliano e
l’Università di A., 276; Teodosio I. e l’Università di A., 213;
L’Università di A. e quella di Costantinopoli, 323 sgg.; fine
dell’Università di A., 353-357.
Athenaeum, 130-133; 135; l’A. sotto gli Antonini, 162-163; l’A. e
Teodosio I., 312-313; e Teodosio II., 329-331; e Teodorico, 343.
Attila, e l’insegnamento del gotico in Italia, 338, n. 1.
Augusto, Privilegi concessi ai maestri, 12-13; fonda in Roma una
scuola per la nuova aristocrazia dell’impero, 14-16; fonda le
biblioteche Palatina e Ottaviana, 16-18; fa aprire al pubblico taluni
privati Musei e Pinacoteche, 18-21; A. e le immunità ai medici, 21-
22; e i collegia iuvenum, 23 sgg.; e l’a studiis, 30 sgg.; e l’istruzione
pubblica nelle province, 34 sgg.; e il Museo alessandrino, 37-38; e
l’arte musicale, 67; A. patenta dei ius respondentes, 76.
Augustodunum Autun, Scuole, 5; 204; 205; 208; 386.
Aurelio (Marco), Sua fede nella efficacia della scuola, 152-153;
fonda cattedre di retorica, 153-156; norme pei concorsi alle cattedre
di filosofia e di retorica in Atene, 157-162.
Ausonio, 302; 305.
Belle Arti, Augusto e la cura dello opere d’arte, 18-21; gli Antonini,
171-173; Costantino, 228-229; magistrati preposti alla cura delle
opere d’arte, 395-396; il Senato e le B. A., 397; (V. Valentiniano I;
Onorio; Arcadio; Teodorico; Comitiva romana; Curator
statuarum; Procuratores; Vicarii; Duces; Praefectvs).
Berito, Scuole, 195; sede ufficiale per l’insegnamento della
giurisprudenza, 364; 382; numero dei professori di giurisprudenza,
360-366.
Biblioteche, G. Cesare e le B. pubbliche, 16; Asinio Pollione rende
pubblica la sua B., 16; Augusto e le B. romane, 16 sgg.; la Palatina,
16-17; 73; la Ottaviana, 17; 101; la B. del Sebasteum, 34-35; del
Museo alessandrino, 35; del Nuovo Tempio di Augusto, 39; 73; la B.
Domus Tiberianae, 39, n. 1; 73; le B. pubbliche e le scuole di
giurisprudenza, 77-78; Biblioteca Pacis, 82; Domiziano fa ricostruire
le B. romane incendiate, 101; le B. municipali e private dopo
Domiziano, 101-102; il servizio interno delle B., 102; Traiano fonda
la B. Ulpia-Traiana, 119-120; Adriano fonda la B. Capitolina in Roma
e una B. pubblica in Atene, 133; 136; distruzione delle B. cristiane
nel 303, 199 sgg.; B. di Costantinopoli, 219; 231; 295-296; B. privata
di Giuliano in Costantipoli, 240; B. generali e speciali, 392;
Personale delle B., 173-174; 392-394; le B. private sulla fine del IV.
secolo di C., 316; B. imperiali private, 393 e n. 4; le B. pubbliche e il
Praefectus Urbi, 402.
Borse di studio, (V. Annonae).
Burdigala (Bordeaux), I professori delle scuole di B., 6; loro
condizioni economiche, 302.
Calculatores, 195; 195, n. 4; 196.
Caligola, istituisce a Lione un concorso di eloquenza, 39; protegge
l’arte musicale, 67; patenta dei ius respondentes, 76.
Capitolina (Biblioteca), 133.
Caracalla, Sua educazione ginnico-militare, 182; suo mecenatismo
verso le compagnie drammatiche, 179; brucia i libri di Aristotile ed
esclude gli Aristotelici dal Museo Alessandrino, 180; C. e le
immunità, 181; 184; e le istituzioni alimentari, 192.
Cassiodoro, 341; 345; 349.
Census, a censibus, 31; 32-33; magister C., 286.
Centurio rerum nitentium, 229.
Ceromatitae, 195; 196.
Cesare (C. G.), La politica scolastica di C., 12-13; C. e la prima idea
delle pubbliche biblioteche in R., 16.
Cesarea, Scuole di giurisprudenza, 365.
Cirene, scuole di medicina, 22.
Claudio, e l’a studiis, 31; 33; il Museum Claudium, 39 sgg.; C.
protegge l’arte musicale, 67.
Codex Gregorianus, 332.
Codex Hermogenianus, 332-333.
Codice Giustinianeo, 362; 366.
Codice teodosiano, 334-336.
Collegia Iuvenum, sotto Augusto, 23 sgg.; da Augusto a Nerone,
70; nel Lazio, 70-71; sotto Nerone, 71-72; sotto Domiziano, 107-108;
nel II. secolo di C., 170; nel III. secolo, 181-183; sono istituti pubblici,
404-405; i C. I. e le autorità municipali e militari, 405; (V. Magistri).
Comitiva romana, 344-345.
Comitiva primi ordinis, 322; 329-330.
Commodo, C. e le immunità degli insegnanti, 50 sgg.; istituisce
nuovi concorsi musicali, 179; rinnova i Iuvenalia, 179-180; C. e le
istituzioni alimentari, 191-192.
Concorsi, di eloquenza, 39; 103-104; di poesia e musica, 43-44;
67-69; 103-104; 179; C. per l’insegnamento superiore, 157-162; i C.
e le autorità provinciali, 159; 403.
Conditionales, 296.
Consigli Municipali, I C. M. e la nomina degli insegnanti, 159; 159,
n. 2; 241; 250; 283; 381; 385; e la concessione delle immunità agli
insegnanti, 146; 183-184; e le spese per l’istruzione pubblica, 186-
187; e il governo delle scuole, 187; 385-386; I C. M. responsabili
degli stipendii non pagati agli insegnanti, 187.
Cornuto (A.), Sua scuola, 46.
Costante, C. e Proeresio, 230; C. elargisce l’immunità agli
ingegneri, architetti etc., 230.
Costantiniani, Gl’imperatori C. e l’istruzione pubblica, 229 sgg.;
probabile limitazione delle immunità degli insegnanti, 236-237.
Costantino, e l’istruzione pubblica, 211 sgg.; fonda l’Università
Costantinopolitana, 216-217; fonda una biblioteca pubblica in
Costantinopoli, 219; C. e gl’insegnamenti professionali, 220; 226-
228; abolisce le istituzioni alimentari, 221-222; C. e le immunità degli
insegnanti, 222-228; e le belle arti, 228-229.
Costantinopoli, La fondazione di C. e l’istruzione pubblica, 211-
212; 213-214; l’Ottagono, 216-217; l’Università, 217-219; 320 sgg.;
323-326; la biblioteca pubblica, 219; 231; C. sede ufficiale
dell’insegnamento della giurisprudenza, 364.
Costanzo Cloro, nomina Eumenio professore di retorica ad
Augustodunum, 204; 205; C. C. e l’istruzione pubblica, 205-208.
Costanzo II., e Proeresio, 230; C. largisce l’immunità agli ingegneri,
architetti etc. 230; rifornisce la biblioteca di Costantinopoli, 231; sue
dichiarazioni circa i doveri dello Stato verso l’istruzione pubblica,
233-235.
Cristiani, Gli insegnanti C. e Giuliano, 243; 247; 248; 268-270; i
giovani C. e Giuliano, 248-249; 270-271; giudizii dei C. su l’editto di
Giuliano circa l’insegnamento classico, 251-252; i giovani C. e le
scuole pagane, 270-271.
Curator statuarum, 229.
Didio Giuliano, e le istituzioni alimentari, 192.
Diocleziano, e le scuole di Berito, 195; e gli onorari e gli stipendi
degli insegnanti, 195-198; D. sopprime le cattedre di astrologia e di
aruspicina di Roma, 198; D. e i libri egiziani di alchimia, 198-199;
distrugge le biblioteche cristiane, 199 sgg.; chiama a Nicomedia il
grammatico Flavio e il retore Lattanzio, 204.
Domiziano, e Quintiliano, 100; fa ricostruire le biblioteche romane
incendiate, 101; istituisce in Roma l’Agone capitolino, 103-104;
istituisce in Albano dei concorsi oratorii e poetici, 104; promuove
l’educazione fisica a tipo greco, 104-105; D. e l’istruzione musicale,
106-107; D. e i collegi giovanili, 107-108.
Donne, Le D. e l’educazione fisica al tempo di Nerone, 65; e
l’istruzione musicale, 69; Le D. possono aspirare all’insegnamento,
160.
Diritto, (V. Giurisprudenza).
Duces, I D. e la cura delle belle arti, 396; e il regime dell’istruzione
pubblica, 402-403.
Educazione fisica, in Roma e in Grecia, 62-63; l’E. f. e Nerone, 63
sgg.; l’E. f. sotto i Flavii, 104-105; nel III. secolo di C., 180; 181-182;
(V. Palaestrici; Ceromatitae).
Eliogabalo, e l’a studiis, 31.
Epicurei, La scuola filosofica degli E. e Vespasiano, 109-110; e
Adriano, 136-137.
Eumenio, E. magister memoriae di Costanzo Cloro, 204; professore
di retorica ad Augustodunum, 204; 205; Suo stipendio, 208-209;
389.
Filosofia, Insegnanti di F. in Roma, 45-46; incremento degli studii di
F. sotto Nerone, 45-46; sotto M. Aurelio, 43; le scuole di F. in Atene,
108-110; 136-138; 155-156; 325; 354; concessione dello immunità
agl’insegnanti di F., 185; gli insegnanti di F. e il diritto a ricorso, 186;
Valentiniano I. e gli insegnanti di F., 284-285.
Flavii, Gli imperatori F. e la loro politica scolastica, 110-112.
Gallerie, (V. Musei; Pinacoteche).
Gallie, (V. Augustodunum; Burdigala; Lione; Marsiglia;
Treviri); Scuole nelle G., 5; 204; Ordinamento dato da Graziano
all’istruzione pubblica nelle G., 298 sgg.; 386.
Gallieno, e la filosofia, 180.
Geometrae, (V. Matematici).
Ginnasio, Il G. di Nerone, 64; di Traiano, 118; di Adriano in Atene,
136.
Ginnastica, (V. Educazione fisica).
Giuliano, e le immunità degli insegnanti, 236-237; 240; G. fonda
una biblioteca imperiale privata in Costantinopoli, 240; sua legge
circa l’insegnamento pubblico e privato, 241-244; 250-251; 387; suo
editto circa l’insegnamento classico, 244 sgg.; 259 sgg.; giudizi degli
antichi e dei moderni su l’editto, 251-258; nessun divieto ai giovani
cristiani di apprendere le lettere greche e latine, 248-249;
conseguenze dell’editto, 267 sgg.; disegni di G. per la propaganda
dell’Ellenismo, 273-274; G. e le scuole di musica, 274-275; G. e i
maestri, 276-279; la politica scolastica di G., 279-280.
Giulio-Claudii, Gl’imperatori G. C. e la loro politica scolastica, 78-
80.
Giurisprudenza, Insegnamento della G. nella repubblica romana,
74-75; 77; l’insegnamento della G. e gl’imperatori Giulio-Claudii, 76
sgg.; scuole di G., 74; 75-77; gli studii di G. nel I. secolo di C., 76-77;
Adriano e di studii di G., 133-135; lo studio della G. sotto Commodo
e Diocleziano, 179; nel III. secolo di C., 183; immunità ai professori
di G. in Roma, 184-185; i professori di G. esclusi dal diritto di
ricorrere per compensi mancati, 186; studenti di G. in Berito, 195; le
fonti del diritto nella repubblica e nell’impero, 331-333; collezioni
giuridiche, 333 sgg.; 361-363; la G. nel IV. secolo, 333-334; nei sec.
V.-VI., 370-372; riforme di Giustiniano nelle scuole di G., 363-376.
Giustiniano, Carattere del suo governo, 350-351; politica religiosa,
351-353; politica scolastica, 339-340; 352-353; 376-378; G.
sopprime l’Università ateniese, 353-357; riduce le scuole municipali
dell’impero, e ne incamera le rendite, 357-361; G. e le collezioni
giuridiche del VI. secolo, 361-363; G. e l’insegnamento della
giurisprudenza, 363 sgg.
Gordiano I., rinnova i Juvenalia, 180.
Grammatici, (V. Insegnanti secondari; Grammatica; Immunità;
Scuole).
Grammatica, Scuole di G. in Roma, 13; 188; l’Ateneo romano e
l’insegnamento della G. 132; cattedre di G. nell’Università
costantinopolitana, 218; 325.
Graziano, e l’istruzione pubblica nelle Gallie, 298 sgg.; 386; G. e i
medici di R. 303; e la cura delle opere d’arte, 304-305.
Gregorio di Nazianzo (S.), 256; 256, n. 2; 269; 271; 273; 274; 306.
Immunità agli insegnanti secondari e superiori, 47 sgg., ai medici,
21-23; 49; 222-223; 240; 303; 320; Vespasiano, Adriano, e le I., 49-
50; Antonino Pio limita le I. degli insegnanti, 140 sgg.; le I. nel III.
secolo di C., 183-185; Costantino e le I., 222 sgg.; I. ai professionisti
di arti meccaniche, 226-228; agli ingegneri etc., 230; riduzione delle
I. dei maestri sotto i figli di Costantino, 236-237; Giuliano e le I., 240;
Valentiniano I. e le I., 290; I. ai maestri di pittura africani, 290-294;
Teodosio I. limita di nuovo le I. degli insegnanti, 311-312; Teodosio II.
riconferma le I. degli insegnanti, 319-320; I. ai professori di
giurisprudenza, 366-367; chi conferisce le I. 397; 398-399; I. del
ἱεράσθαι, 224; 398, n. 2; chi garentisce l’osservanza delle I., 401-
402; 402-403.
Imperatore, Poteri dell’I. nel campo della istruzione pubblica, 397-
399.
Impero, La politica scolastica dell’I. romano, 379-381; l’I. romano e
le scuole di Stato, 381-383; e le scuole elementari, 382-383; e le
scuole medie e superiori comunali, 385-386; e l’istruzione privata,
386-388; e l’istruzione scientifica e professionale, 390-391; l’I. e i
maestri e i discepoli, 388-389; e la coltura in genere, 404; e
l’educazione fisica, 405; l’I. non ha una speciale amministrazione per
l’istruzione pubblica, 399 sgg. (V. a Studiis); suo metodo di
amministrare le cose relative all’istruzione pubblica, 400-403.
Ingegneri (Mechanici), 188, n. 2.
Ingegneria, Scuole di I. in Roma, 188; 188, n. 2; immunità agli
ingegneri (mechanici), 230.
Insegnamento, I. professionale, (V. Librarii; Notarii;
Calculatores; Matematici; Astrologia; Aruspicina; Pittura;
Professionisti; Scuole professionali); Libertà d’I., 384-385; 389.
Insegnanti, privilegiati da Augusto, 12-13; onorati da Traiano, 123-
124; onorati e beneficati da Adriano, 127-130; autorizzati a ricorrere
contro i compensi mancati, 185-186; 187; gli I. pubblici e privati e
Teodosio II., 321-322; 326-328; onorificenze agli I., 322 (V.