Psychiatric-Mental Health Nursing 8th

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Reviewers

Saida Abdul-Aziz, RN, MSN

Instructor, Nursing
Alvernia University
Reading, Pennsylvania

Candyce Antley, RN, BSN, MN

Instructor, Nursing
Midlands Technical College
Columbia, South Carolina

Tracy Blanc, RN, MSN

Assistant Professor, Nursing
Ivy Tech Community College of Indiana
Terre Haute, Indiana

LaDonna Jones, RN, MSN

Instructor, Nursing
Gadsden State Community College
Gadsden, Alabama

Lori Manilla, MSN/FNP

Assistant Professor, Nursing
Hagerstown Community College
Hagerstown, Maryland

Kesha Nelson, PhD, APRN-CNP, PMHNP-BC

Associate Professor, Nursing
Northern Kentucky University
Highland Heights, Kentucky

Nancy Saliba, MA, RN, BC, CNE

8
College Lecturer, Nursing
Hudson Community College
Jersey City, New Jersey

Mattie Shiloh, RN, MSN

Assistant Professor, Nursing
Albany State University
Albany, Georgia

9
Preface

The eighth edition of Psychiatric–Mental Health Nursing maintains a strong

student focus, presenting sound nursing theory, therapeutic modalities, and
clinical applications across the treatment continuum. The chapters are short,
and the writing style is direct in order to facilitate reading comprehension and
student learning.
This text uses the nursing process framework and emphasizes therapeutic
communication with examples and pharmacology throughout. Interventions
focus on all aspects of client care, including communication, client and family
education, and community resources, as well as their practical applications in
various clinical settings.
In this edition, all content has been updated, as well as the “Best Practice”
boxes, to highlight current evidence-based practice. Special features include
“Concept Mastery Alerts,” which clarify important concepts that are essential
to students’ learning. “Cultural Considerations” and “Elder Considerations”
have special headings to help call attention to this important content. The
nursing process sections have a new design to help highlight this content as
well. New to this edition are unfolding vignettes that guide students in
thinking critically by applying what they’ve learned to different client
scenarios.

Organization of the Text

Unit 1: Current Theories and Practice provides a strong foundation for
students. It addresses current issues in psychiatric nursing as well as the many
treatment settings in which nurses encounter clients. It thoroughly discusses
neurobiologic theories, psychopharmacology, and psychosocial theories and
therapy as a basis for understanding mental illness and its treatment.
Unit 2: Building the Nurse–Client Relationship presents the basic elements
essential to the practice of mental health nursing. Chapters on therapeutic
relationships and therapeutic communication prepare students to begin

10
working with clients both in mental health settings and in all other areas of
nursing practice. The chapter on the client’s response to illness provides a
framework for understanding the individual client. An entire chapter is
devoted to assessment, emphasizing its importance in nursing.
Unit 3: Current Social and Emotional Concerns covers topics that are not
exclusive to mental health settings. These include legal and ethical issues;
anger, aggression, and hostility; abuse and violence; and grief and loss.
Nurses in all practice settings find themselves confronted with issues related
to these topics. Additionally, many legal and ethical concerns are interwoven
with issues of violence and loss.
Unit 4: Nursing Practice for Psychiatric Disorders covers all the major
categories of mental disorders. This unit has been reorganized to reflect
current concepts in mental disorders. New chapters include trauma and
stressor-related disorders, obsessive–compulsive disorder and related
disorders, somatic symptom disorders, disruptive disorders, and
neurodevelopmental disorders. Each chapter provides current information on
etiology, onset and clinical course, treatment, and nursing care. The chapters
are compatible for use with any medical classification system for mental
disorders.

Pedagogical Features
Psychiatric–Mental Health Nursing incorporates several pedagogical features
designed to facilitate student learning:
• Learning Objectives focus on the students’ reading and study.
• Key Terms identify new terms used in the chapter. Each term is identified
in bold and defined in the text.
• Application of the Nursing Process sections, with a special design in this
edition, highlight the assessment framework to help students compare and
contrast various disorders more easily.
• Critical Thinking Questions stimulate students’ thinking about current
dilemmas and issues in mental health.
• Key Points summarize chapter content to reinforce important concepts.
• Chapter Study Guides provide workbook-style questions for students to
test their knowledge and understanding of each chapter.

Special Features

11
• Clinical Vignettes, provided for each major disorder discussed in the text,
“paint a picture” of a client dealing with the disorder to enhance
understanding.
• Nursing Care Plans demonstrate a sample plan of care for a client with a
specific disorder.
• Drug Alerts highlight essential points about psychotropic drugs.
• Warning boxes are the FDA black box drug warnings for specific
medications.
• Cultural Considerations sections highlight diversity in client care.
• Elder Considerations sections highlight the key considerations for a
growing older adult population.
• Therapeutic dialogues give specific examples of the nurse–client
interaction to promote therapeutic communication skills.
• Client and Family Education boxes provide information that helps
strengthen students’ roles as educators.
• Nursing Interventions provide a summary of key interventions for the
specific disorder.
• DSM-5 Diagnostic Criteria boxes include specific diagnostic information
for the disorder.
• Best Practices boxes highlight current evidence-based practice and future
directions for research on a wide variety of practice issues.
• Self-Awareness Issues encourage students to reflect on themselves, their
emotions, and their attitudes as a way to foster both personal and
professional development.
• Concept Mastery Alerts clarify important concepts that are essential to
students’ learning and practice.
• Unfolding Patient Stories, written by the National League for
Nursing, are an engaging way to begin meaningful conversations in the
classroom. These vignettes, which appear throughout the book, feature
patients from Wolters Kluwer’s | Mental Health.

Ancillary Package for the Eighth Edition

Instructor Resources
The Instructor Resources are available online at
http://thepoint.lww.com/Videbeck8e for instructors who adopt Psychiatric–
Mental Health Nursing. Information and activities that will help you engage
your students throughout the semester include:

12
• PowerPoint Slides
• Image Bank
• Test Generator
• Pre-Lecture Quizzes
• Discussion Topics
• Web Assignments
• Guided Lecture Notes
• Case Studies

Lippincott CoursePoint+
The same trusted solution, innovation, and unmatched support that you have
come to expect from Lippincott CoursePoint+ is now enhanced with more
engaging learning tools and deeper analytics to help prepare students for
practice. This powerfully integrated, digital learning solution combines
learning tools, case studies, virtual simulation, real-time data, and the most
trusted nursing education content on the market to make curriculum-wide
learning more efficient and to meet students where they’re at in their learning.
And now, it’s easier than ever for instructors and students to use, giving them
everything they need for course and curriculum success!
Lippincott CoursePoint+ includes:
• Engaging course content provides a variety of learning tools to engage
students of all learning styles.
• A more personalized learning approach, including adaptive learning
powered by PrepU, gives students the content and tools they need at the
moment they need it, giving them data for more focused remediation and
helping to boost their confidence.
• Varying levels of case studies, virtual simulation, and access to Lippincott
Advisor help students learn the critical thinking and clinical judgment skills
to help them become practice-ready nurses.
• Unparalleled reporting provides in-depth dashboards with several data
points to track student progress and help identify strengths and weaknesses.
• Unmatched support includes training coaches, product trainers, and nursing
education consultants to help educators and students implement
CoursePoint with ease.

Student Resources
Students who purchase a new copy of Psychiatric–Mental Health Nursing
gain access to the following learning tools on using the access code in the
front of their book:

13
• Watch and Learn Videos, highlighting films depicting individuals with
mental health disorders, provide students the opportunity to approach
nursing care related to mental health and illness in a novel way.
• NCLEX-Style Review Questions help students review important concepts
and practice for the NCLEX examination.
• Journal Articles offer access to current research available in Wolters
Kluwer journals.
• Internet Resources provide relevant web links to further explore chapter
content.
New with this edition, | Mental Health, a new virtual simulation
platform is available via . Codeveloped by Laerdal Medical and Wolters
Kluwer, | Mental Health helps students develop clinical competence
and decision-making skills as they interact with virtual patients in a safe,
realistic environment. records and assesses student decisions
throughout the simulation, then provides a personalized feedback log
highlighting areas needing improvement. Also available via , Lippincott
DocuCare combines web-based electronic health record simulation software
with clinical case scenarios that link directly to many of the skills presented in
Focus on Nursing Pharmacology. Lippincott DocuCare’s nonlinear solution
works well in the classroom, simulation lab, and clinical practice.

Practice Makes Perfect, and This Is the Perfect Practice

PrepU is an adaptive learning system designed to improve students’
competency and mastery and provide instructors with real-time analysis of
their students’ knowledge at both a class and individual student level.
PrepU demonstrates formative assessment—it determines what students
know as they are learning and focuses them on what they are struggling with,
so they don’t spend time on what they already know. Feedback is immediate
and remediates students back to this specific text, so they know where to get
help in understanding a concept.

Adaptive and Personalized

No student has the same experience—PrepU recognizes when a student has
reached “mastery” of a concept before moving him or her on to higher levels
of learning. This will be a different experience for each student based on the
number of questions he or she answers and whether he or she answers them

14
correctly. Each question is also “normed” by all students in PrepU around the
country—how every student answers a specific question generates the
difficulty level of each question in the system. This adaptive experience
allows students to practice at their own pace and study much more effectively.

Personalized Reports
Students get individual feedback about their performance, and instructors can
track class statistics to gauge the level of understanding. Both get a window
into performance to help identify areas for remediation. Instructors can access
the average mastery level of the class, students’ strengths and weaknesses,
and how often students use PrepU. Students can see their own progress charts
showing strengths and weaknesses—so they can continue quizzing in areas
where they want to improve.

15
Acknowledgments

Many years of teaching and practice have shaped my teaching efforts and this
textbook. My experience with students and their curiosity and enthusiasm
guide me to keep this text useful, easy to read and understand, and focused on
student learning. As always, I strive to keep the text relevant to student needs.
I want to thank the people at Wolters Kluwer for their valuable assistance in
making this textbook a reality. Their contributions to its success are greatly
appreciated. I thank Natasha McIntyre, Staci Wolfson, Jennifer Forestieri,
Dave Murphy, and David Saltzberg for a job well done once again. My
friends continue to listen, support, and encourage my efforts in all endeavors.
My family and friends provide love and support in this endeavor, as well as in
the journey of life. I am truly fortunate and grateful.

—Sheila L. Videbeck

16
Contents

Reviewers
Preface
Acknowledgments

UNIT 1
Current Theories and Practice
1. Foundations of Psychiatric–Mental Health Nursing
Introduction
Mental Health and Mental Illness
Diagnostic and Statistical Manual of Mental Disorders
Historical Perspectives of the Treatment of Mental Illness
Mental Illness in the 21st Century
Psychiatric Nursing Practice
Student Concerns
2. Neurobiologic Theories and Psychopharmacology
Introduction
The Nervous System and How It Works
Brain Imaging Techniques
Neurobiologic Causes of Mental Illness
The Nurse’s Role in Research and Education
Psychopharmacology
3. Psychosocial Theories and Therapy
Introduction
Psychosocial Theories
Treatment Modalities
The Nurse and Psychosocial Interventions
4. Treatment Settings and Therapeutic Programs
Introduction

17
 Treatment Settings
Psychiatric Rehabilitation and Recovery
Special Populations of Clients with Mental Illness
Interdisciplinary Team
Psychosocial Nursing in Public Health and Home Care

UNIT 2
Building the Nurse–Client Relationship
5. Therapeutic Relationships
Introduction
Components of a Therapeutic Relationship
Types of Relationships
Establishing the Therapeutic Relationship
Avoiding Behaviors that Diminish the Therapeutic Relationship
Roles of the Nurse in a Therapeutic Relationship
6. Therapeutic Communication
Introduction
What Is Therapeutic Communication?
Verbal Communication Skills
Nonverbal Communication Skills
Understanding the Meaning of Communication
Understanding Context
Understanding Spirituality
The Therapeutic Communication Session
Assertive Communication
Community-Based Care
7. Client’s Response to Illness
Introduction
Individual Factors
Interpersonal Factors
Cultural Factors
8. Assessment
Introduction
Factors Influencing Assessment
How to Conduct the Interview
Content of the Assessment
Data Analysis

18
UNIT 3
Current Social and Emotional Concerns
9. Legal and Ethical Issues
Introduction
Legal Considerations
Ethical Issues
10. Grief and Loss
Introduction
Types of Losses
The Grieving Process
Dimensions of Grieving
Disenfranchised Grief
Complicated Grieving
11. Anger, Hostility, and Aggression
Introduction
Onset and Clinical Course
Related Disorders
Etiology
Treatment
Workplace Hostility
Community-Based Care
12. Abuse and Violence
Introduction
Clinical Picture of Abuse and Violence
Characteristics of Violent Families
Intimate Partner Violence
Child Abuse
Elder Abuse
Rape And Sexual Assault
Community Violence

UNIT 4
Nursing Practice for Psychiatric Disorders
13. Trauma and Stressor-Related Disorders
Introduction
Posttraumatic Stress Disorder
Dissociative Disorders

19
14. Anxiety and Anxiety Disorders
Introduction
Anxiety as a Response to Stress
Overview of Anxiety Disorders
Incidence
Onset and Clinical Course
Related Disorders
Etiology
Treatment
Community-Based Care
Mental Health Promotion
Panic Disorder
Phobias
Generalized Anxiety Disorder
15. Obsessive–Compulsive and RelatedDisorders
Introduction
Obsessive–Compulsive Disorder
16. Schizophrenia
Introduction
Clinical Course
Related Disorders
Etiology
Treatment
Community-Based Care
Mental Health Promotion
17. Mood Disorders and Suicide
Introduction
Categories of Mood Disorders
Related Disorders
Etiology
Major Depressive Disorder
Bipolar Disorder
Suicide
Community-Based Care
Mental Health Promotion
18. Personality Disorders
Introduction
Personality Disorders
Etiology

20
 Treatment
Paranoid Personality Disorder
Schizoid Personality Disorder
Schizotypal Personality Disorder
Antisocial Personality Disorder
Borderline Personality Disorder
Histrionic Personality Disorder
Narcissistic Personality Disorder
Avoidant Personality Disorder
Dependent Personality Disorder
Obsessive–Compulsive Personality Disorder
Community-Based Care
Mental Health Promotion
19. Addiction
Introduction
Types of Substance Abuse
Onset and Clinical Course
Related Disorders
Etiology
Types of Substances and Treatment
Treatment and Prognosis
Community-Based Care
Mental Health Promotion
Substance Abuse In Health Professionals
20. Eating Disorders
Introduction
Overview of Eating Disorders
Categories of Eating Disorders
Etiology
Anorexia Nervosa
Bulimia Nervosa
Community-Based Care
Mental Health Promotion
21. Somatic Symptom Illnesses
Introduction
Overview of Somatic Symptom Illnesses
Etiology
Treatment
Community-Based Care

21
 Mental Health Promotion
22. Neurodevelopmental Disorders
Introduction
Autism Spectrum Disorder
Attention-Deficit/Hyperactivity Disorder
Mental Health Promotion
23. Disruptive Behavior Disorders
Introduction
Related Disorders
Oppositional Defiant Disorder
Intermittent Explosive Disorder
Conduct Disorder
Community-Based Care
Mental Health Promotion
24. Cognitive Disorders
Introduction
Delirium
Dementia

Answers to Chapter Study Guides

Appendix A
Disorders of Sleep and Wakefulness

Appendix B
Sexual Dysfunctions and Gender Dysphoria

Appendix C
Drug Classification under the Controlled Substances Act

Glossary of Key Terms

Index

22
Current Theories and Practice

23
CHAPTER 1
Foundations of Psychiatric–Mental
Health Nursing

KEY TERMS
• asylum
• boarding
• case management
• deinstitutionalization
• Diagnostic and Statistical Manual of Mental
Disorders, fifth edition (DSM-5)
• managed care
• managed care organizations
• mental health
• mental illness
• phenomena of concern
• psychotropic drugs
• self-awareness
• standards of care
• utilization review firms

LEARNING OBJECTIVES
After reading this chapter, you should be able to:
1. Describe the characteristics of mental health and mental illness.
2. Discuss the purpose and use of the American Psychiatric Association’s
Diagnostic and Statistical Manual of Mental Disorders, fifth edition
(DSM-5).
3. Identify important historical landmarks in psychiatric care.

24
4. Discuss current trends in the treatment of people with mental illness.
5. Discuss the American Nurses Association (ANA) standards of practice for
psychiatric–mental health nursing.
6. Describe the common student concerns about psychiatric nursing.

INTRODUCTION
As you begin the study of psychiatric–mental health nursing, you may be
excited, uncertain, and even somewhat anxious. The field of mental health
often seems a little unfamiliar or mysterious, making it hard to imagine what
the experience will be like or what nurses do in this area. This chapter
addresses these concerns and others by providing an overview of the history
of mental illness, advances in treatment, current issues in mental health, and
the role of the psychiatric nurse.

MENTAL HEALTH AND MENTAL ILLNESS

Mental health and mental illness are difficult to define precisely. People
who can carry out their roles in society and whose behavior is appropriate and
adaptive are viewed as healthy. Conversely, those who fail to fulfill roles and
carry out responsibilities or whose behavior is inappropriate are viewed as ill.
The culture of any society strongly influences its values and beliefs, and this,
in turn, affects how that society defines health and illness. What one society
may view as acceptable and appropriate, another society may see as
maladaptive and inappropriate.

Mental Health
The World Health Organization defines health as a state of complete physical,
mental, and social wellness, not merely the absence of disease or infirmity.
This definition emphasizes health as a positive state of well-being. People in a
state of emotional, physical, and social well-being fulfill life responsibilities,
function effectively in daily life, and are satisfied with their interpersonal
relationships and themselves.
No single universal definition of mental health exists. Generally, a person’s
behavior can provide clues to his or her mental health. Because each person
can have a different view or interpretation of behavior (depending on his or
her values and beliefs), the determination of mental health may be difficult. In

25
Another random document with
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 Springf’d Republican p11a Je 6 ’20 160w

[2]
LAMBUTH, WALTER RUSSELL. Medical
missions: the twofold task. il $1 S. V. M. 266

20–9358

“The growth of medical work in Christian missions is a romantic

chapter in the record of the extension of the kingdom of God on
earth. The writer draws from a wide range of material and experience
and presents the great work of medical missions in a most attractive
form. The book furnishes a mighty appeal to the young man or
woman who is looking forward to the practice of medicine and
surgery as a life-work. One is forced to face the need of the world and
to decide whether it is right to remain in one’s own land struggling
for a practice, or whether it is far better to go where the need is
desperate and invest life there.”—Bib World

“The pictures are well chosen; the specific examples of effective

missionary service are stimulating; the field of study is wide and is
surveyed with discrimination. An excellent book for private reading
or class study.”

+ Bib World 54:650 N ’20 160w

“Unfortunately the book is propaganda and the references to the

adventures of the medical missionary are drowned in a
misrepresentation of heathendom. Although he, Bishop Lambuth,
does voice the cry for service in an antiquated religious idiom, he is
really bigger than his creed and values humanity more than
proselyting.”

− + N Y Evening Post p26 O 23 ’20 280w

LAMOTTE, ELLEN N. Opium monopoly. *$1

Macmillan 178.8

20–2983

“‘The opium monopoly,’ by Ellen N. LaMotte, the author of ‘The

backwash of war,’ ‘Peking dust,’ ‘Civilization,’ etc., is a remarkable
monograph on the ‘opium question,’ based upon government blue
book reports, statistical extracts and official data. In this work, the
author discusses the problems of opium monopoly and consumption
in India, the Malaya peninsula, Siam, Hongkong, Srawak, Turkey,
Persia, Mauretius, British Borneo and British Guiana, and gives a
brief outline of the history of the opium trade in China and of Great
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Reviewed by C: R. Hargrove

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“Miss LaMotte, in spite of her rather obvious desire to have her

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reveal a grievous state of affairs. Having exposed the outstanding
features of the cultivation and sale of opium by the British, it is
obviously Miss LaMotte’s duty to continue her interesting
investigations in this country.”

+ Lit D p89 My 1 ’20 900w

“Miss LaMotte’s little book might be taken more seriously if she

were not at such pains to paint Great Britain black. It is idle to draw
fine moral distinctions between the British government which sells
opium to the Japanese and the Japanese who smuggle it into China.
The whole trade is bad enough in all conscience, however, and to
have attacked it is to have done something useful.”

+ − Nation 110:805 Je 12 ’20 340w

“Miss LaMotte did a great service to the cause of human justice

when she wrote her admirable work. It will prove a valuable asset in
rousing the conscience of the civilized people of the world against
this gigantic international crime of drugging nations. Let us hope
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civilized nations and the truth spread broadcast to remedy the
wrongs of the helpless millions.” Taraknath Das

+ N Y Call p10 Ap 25 ’20 2750w

“Miss LaMotte’s book is intended as a severe indictment of Great

Britain’s policy with regard to opium. Her account would, however,
be a fairer one if consideration were given to the British side of the
case as presented, for example, by Sir John Strachey in his ‘India: its
administration and progress.’”

+ − Review 2:400 Ap 17 ’20 280w

R of Rs 62:448 O ’20 60w

“It is a delight to read one of Miss LaMotte’s books, and even in

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courage and the keen insight which made her ‘Peking dust’ and the
stories which make up ‘Civilization’ so different from the productions
of most tourists in the Far East.” E. W. Hughan

+ Socialist R 8:315 Ap ’20 400w

“No one who has in the last ten years studied the hydra-headed
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LaMotte for her book.... Does the American public realize to what
extent opium is coming in over the Canadian boundary? It might for
that reason alone pay that American public to open its eyes a little
wider to the facts of British opium sold at public monthly sales in
Calcutta as recorded in Ellen LaMotte’s ‘Opium monopoly.’”
Jeannette Marks
 + Springf’d Republican p11a Ap 11 ’20
2200w

“For two reasons the opium monopoly is worthy of our attention:

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enough to interest Survey readers in this small book, the author of
which has the gift of making official reports and statistics tell an
interesting and fascinating story.” J. P. Chamberlain

+ Survey 44:252 My 15 ’20 550w

LAMPREY, LOUISE. Masters of the guild. il

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20–18171

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Black magic in the temple; The end of a pilgrimage. Poems alternate
with the stories. There are illustrations by Florence Choate and
Elizabeth Curtis, and notes on the stories come at the end.
 + Booklist 17:123 D ’20

LANDOR, WALTER SAVAGE. Day-book of

Walter Savage Landor, chosen by John Bailey. *$1.25
Oxford 828

(Eng ed 20–16302)

“Men of taste, men with an ear for the classic note in prose, must
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collection of Landor’s prose and verse,—a fine quotation for every
day in the year, beginning with the famous epitaph on himself, and
proceeding with symphonic development to the Latin epitaph on a
young scholar. Mr Bailey—himself, as we know from other
publications, an agreeable compound of the man of letters and the
man of affairs—offers his little book, not as the last word in Landor,
but as the first—as the preliminary encouragement to that larger
reading it should do much to stimulate.”—Sat R

+ Ath p1037 O 17 ’19 400w

+ Boston Transcript p11 Ja 31 ’20 550w

“We recommend a course of Landor. In days when the rabble has

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continually aloft.”

+ Sat R 128:507 N 29 ’19 1850w

“Charming little book.”

+ Spec 123:511 O 18 ’19 140w

“To glance through an admirable volume of selections from

Landor, such as that edited by John Bailey is to be filled with delight
and regret. What writer of the second rank has more to yield to the
discoverer than he? What prose more squarely can support the
weight of the exactest scrutiny than his?”

+ Springf’d Republican p8 N 8 ’19 280w

(Reprinted from Ath)
+ Springf’d Republican p13 F 1 ’20 1000w
(Reprinted from The Times [London] Lit
Sup p564 O 16 ’19)

“As, however, Mr Bailey implies by making a day-book of his

selections, Landor not only constantly said beautiful things
beautifully, but as constantly things that stand the wear and tear of
daily life. No doubt the blank page at the end of this charming little
book is provided to hold a good resolution—namely, whatever else
may happen in nineteen twenty-one, to read Landor through.”

+ The Times [London] Lit Sup p564 O 16

’19 850w
 LANE, MRS ANNE (WINTERMUTE), and
BEALE, MRS HARRIET STANWOOD
[2]
(BLAINE). Life in the circles. (Deeper issues ser.)
*$1.25 Dodd 134

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This book is a continuation of the volume entitled “To walk with

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grade or two above the kindergarten.”

− N Y Evening Post p12 O 30 ’20 80w

LANE, MRS ANNE (WINTERMUTE), and

BEALE, MRS HARRIET STANWOOD
[2]
(BLAINE). To walk with God. (Deeper issues ser.)
*$1.25 Dodd 134

20–6367

A series of “lessons” which the authors received in the form of

automatic writings. An introduction gives the circumstances under
which the messages were received and the lessons have to do with
the power of love, helpfulness, kindness and the need for spiritual
guidance. The authors say: “We realise that it will be said that there
is nothing new in the teaching, and we admit that there is repetition
to what seems an unnecessary degree, but we pledge our word that
we have put nothing of our own into the text.” (Introd.)

“The fact that the wife of the Secretary of the interior and the
daughter of James G. Blaine are the recipients of these messages will
make a certain demand for the book.”

+ Booklist 16:327 Jl ’20

LANE, MRS ROSE (WILDER). Making of

Herbert Hoover. *$3.50 (4½c) Century

20–18582

Herbert Hoover represents America, says the author, and his is the
spirit of five generations of American pioneers. His life began at the
end of one pioneer age and the beginning of the other. His ancestors
had been sturdy pioneers of Quaker stock—his father a blacksmith.
They had conquered the soil, he conquered the world of finance.
Much of the material of the book has been collected by Charles
Kellogg Field, classmate and friend of Hoover.

“Written with the interest in really delightful settings and small

circumstances of life such as a novelist employs to characterize a
hero. Children will like this book.”
 + Booklist 17:113 D ’20

“It is a story of a wonderful career, written with a brightness and a

dash that captivates and enthralls.”

+ Boston Transcript p7 O 30 ’20 580w

+ N Y Evening Post p9 O 30 ’20 240w
R of Rs 62:669 D ’20 100w

“The book is readable for its vivid presentation of an active and

adventurous career.”

+ Springf’d Republican p5a Ja 30 ’21

330w

LANG, EDITH, and WEST, GEORGE. Musical

accompaniment of moving pictures. il pa *$1.25
Boston music co.; Schirmer 780

20–4471

“A practical manual for pianists and organists and an exposition of

the principles underlying the musical interpretation of moving
pictures.” (Sub-title) There are three parts: Equipment; Musical
interpretation; The theatrical organ. Musical scores are given and
there is an index.
 “Not exhaustive but very suggestive to the player and illuminating
to the listener.”

+ Booklist 16:232 Ap ’20

“It is a book we can warmly commend.”

+ Survey 44:309 My 29 ’20 260w

LANGDON-DAVIES, JOHN. Militarism in

education; a contribution to educational
reconstruction. 80c Headley bros., London; for sale
by Survey 371.43

19–12681

“The author contrasts the German and English systems of

education, gives an account of the scholastic methods adopted in
Norway, deals at considerable length with the aims of real physical
training, devotes a chapter to boy scouts, and brings many
arguments against compulsory national service, to which he is
strongly opposed.”—Ath

Ath p475 Je 13 ’19 50w

“The faults of anti-militarist literature are usually rancour,

sentimentality, and exaggeration. Mr Langdon-Davies has escaped
all three. The merit of this book consists in its clearness and its
shortness, in the fact that the author knows what he wants to prove,
and proceeds to prove it without fuss or sentiment and with
considerable moderation.”

+ Ath p621 Jl 18 ’19 550w

Brooklyn 12:62 Ja ’20 30w

“From the point of view of physical health, Mr Langdon-Davies

gives many proofs from experienced educationists of the deleterious
effects on children of military training. In a valuable chapter on the
psychological aims of physical education, he points out that character
must be built on the basis of instinct and that ‘the cornerstone of the
superstructure is the acquirement of habit and self-control.’” B. U.
Burke

+ Nation 110:335 Mr 13 ’20 1150w

[2]
LANGFELD, HERBERT SIDNEY. Aesthetic
attitude. *$3.50 Harcourt 701

21–113

The author holds that a sense of beauty is as vital to the complete

existence of the individual and of the race as is the sense of justice
and that a nascent appreciation of what is beautiful can be developed
into a strong, useful and satisfying reaction to the world of colors,
sounds and shapes. The emphasis of the book, therefore, is put upon
a description of the nature of appreciation and of the mental
processes involved therein, ... its wider applications to the problems
of human happiness. He concludes that “whenever we are able to
adjust ourselves successfully to a situation, so that our responses are
unified into a well-integrated or organized form of action, we call
that situation beautiful, and the accompanying feeling one of
æsthetic pleasure.” The contents are: Introduction; The science of
beauty and ugliness; The æsthetic attitude (two chapters); Empathy;
Illustrations of empathy from the fine arts; Unity and imagination;
Illustrations of unity from the fine arts; Balance and proportion;
Illustrations of balance from the fine arts; The art impulse;
Conclusion; Index.

LANGFORD, GEORGE. Pic, the weapon-maker.

il *$1.75 Boni & Liveright

20–13544

“Like Kipling’s ‘Jungle stories,’ but laid in western Europe perhaps

40,000 years ago, the story of ‘Pic, the weapon-maker,’ is George
Langford’s popularization as fiction of such facts as science has
revealed about the cave men of the Mousterian era. Pic, the ape-boy,
with the hairy mammoth and the wobbly rhinoceros, formed a triple
alliance of friendship and adventure. Pic was in search of the secret
of cutting flints in such a way as to put a fine edge on them without
spoiling them in the attempt, and before the story closes he has
found it and made it the key to renewed fellowship with the tribe that
had cast him out. As to the scientific quality of the story no less an
authority than Henry Fairfield Osborn, director of the American
museum of natural history, writes a brief approving introductory
note.”—Springf’d Republican

+ Booklist 17:37 O ’20

 “Anthropology and adventure are jumbled—naively, at times—in
this story which, for all its prehistoric licence, still clings to the
technique of Stratemeyer and other weavers of juvenile romance.” L.
B.

− + Freeman 1:526 Ag 11 ’20 280w

“A troublesome fault is the author’s imaginative cocksureness. A

higher degree of vagueness would actually have yielded an
impression of greater exactness here. But where all is dark and
chaotic, much must be forgiven to the first imaginative explorers. It
is certain that Mr Langford’s book will fruitfully awaken the interest
of the young in the remote past of the race, nor will maturer minds
read it without some fresh light on dim places.” Ludwig Lewisohn

+ − Nation 111:190 Ag 14 ’20 260w

“The characterization of the Mammoth and the Rhinoceros is not

the least clever part of this whimsical, fanciful and yet true story of
this little, prehistoric man, and it is with real regret that the book is
laid aside as the story closes.”

+ N Y Times p18 S 19 ’20 650w

“An unusual and a powerful juvenile. The spirit and narrative of

the book will be enjoyed even by children too young to attempt the
reading for themselves.” R. D. Moore

+ Pub W 97:1296 Ap 17 ’20 180w

Springf’d Republican p11a Ag 22 ’20
300w
 Wis Lib Bul 16:198 N ’20 60w

LANIER, HENRY WYSHAM. Book of bravery;

third series. il *$2.50 Scribner 920

20–15939

“This is a book of courage, wherein people in their daily pursuits

meet with obstacles which they surmount through excellences of
character. The man who is paid for his brave work, like the life-saver,
the policeman, the fireman, is none the less brave and his deed is
none the less fraught with the tingling quality of bravery. In the
missionary field and on the battlefield Mr Lanier finds material for
this volume.”—Lit D

Booklist 17:123 D ’20

“It is a collection worth making.”

+ Ind 104:378 D 11 ’20 60w

+ Lit D p96 D 4 ’20 90w

“For the inspiration of these volumes, children and parents alike

may well be grateful to Mr Lanier.” M. H. B. Mussey

+ Nation 111:sup674 D 8 ’20 60w

 “The stories are vividly presented, and the book is one to stir the
heart of youth.” Hildegarde Hawthorne

+ N Y Times p9 D 12 ’20 80w

+ Outlook 126:470 N 10 ’20 50w

LANKESTER, SIR EDWIN RAY. Secrets of

earth and sea. il *$3.50 Macmillan 504

“These popularly written chapters on a wide variety of scientific

and anthropological topics, such as What is meant by a species?
Species in the making; The biggest beast; The earliest picture in the
world; The art of pre-historic men; The swastika; etc., form a sequel
to the same author’s ‘Science from an easy chair’ and ‘Diversions of a
naturalist,’ and like them is mainly a reprint, with considerable
additions, of articles published in daily or weekly papers.”—The
Times [London] Lit Sup S 23 ’20

Booklist 17:144 Ja ’21

“The essays are entertaining but have no high literary qualities.

Men like Shaler, Burroughs, Muir, Mills, and Slosson have done this
sort of book far better in America.”

− + N Y Evening Post p12 N 27 ’29 140w

+ N Y Times p6 Ja 2 ’21 3100w
 “Let it be said at once that ‘Secrets of earth and sea,’ though
extremely interesting, is not in the best sense as diverting as was
‘Science from an easy-chair.’ The subjects treated are delightfully
interesting to the layman but the style is unfortunately rather
redundant and heavy.”

+ − Spec 125:861 D 25 ’20 190w

“The book is indicative of what will be common in that happy day

when science will be written about as fully and as charmingly as
purely literary subjects are today.”

+ Springf’d Republican p8 D 3 ’20 350w

The Times [London] Lit Sup p623 S 23
’20 90w

“Parents and guardians who are desirous of introducing their boys

to the study of natural science and who, in pursuance of that
praiseworthy aim, are looking for a book which, while sound and
exact in statement, is yet light and easy to read and, above all, has no
tincture of the school classroom, would do well to think of Sir Ray
Lankester’s ‘Secrets of earth and sea.’”

+ The Times [London] Lit Sup p831 D 9

’20 370w

LANSBURY, GEORGE. These things shall be. $1

(5½c) Huebsch 261
 In these six essays the author proclaims himself a revolutionist and
downright hater of the existing order but he does not see salvation in
a terrific cataclysm with hopes of a new order arising from the ruins
of the old. He pins his faith upon a change of heart in individual men
and women and in the message “Ye must be born again.” The spirit
of the essays is faith in a God of love and in the teachings of Christ of
human brotherhood and love and cooperation. Mr Lansbury is editor
of the London Daily Herald.

Ath p166 Ja 30 ’20 80w

“He has nothing startlingly new to say, but the serenity and
steadfastness of his faith in humanity and in a society of individuals
living the gospel of Christian love, will afford comfort and
reassurance to minds tired for the moment of their searching.”

+ Booklist 17:142 Ja ’21

+ Survey 44:355 Je 5 ’20 310w

LANSBURY, GEORGE. What I saw in Russia.

*$1.50 (3c) Boni & Liveright 914.7

21–434

In his introduction to the American edition of this book, Matthew

F. Boyd, after reviewing the attitude towards Russia of the European
powers, of which France is now the only one still openly hostile, finds
that the United States has once more become the arbiter of world
destiny and that her policy towards Russia will decide the future of
the world. George Lansbury went to Russia to discover what was the
spirit moving the men and women responsible for the revolution. He
found it to be that of a band of people striving to build the New
Jerusalem, that they are actuated by purely moral and religious
motives and are doing what Christians would call the Lord’s work.
Contents: Finland to Moscow; Lenin and other leaders; Lenin,
bolshevism and religion; Co-operation, trade and business; Trade
unions and labour organization; Children and education; Law and
order; Prisoners and captives; About people; Public health; Moscow
to London; Appendix.

“The chapter on religion will interest churchmen.”

+ Booklist 17:142 Ja ’21

“Any one who wishes to gain a vivid picture of life in Soviet Russia,
drawn with entire honesty and animated by sympathy and good will
should, by all means, read Mr Lansbury’s book.” A. C. Freeman

+ N Y Call p10 D 19 ’20 420w

LANSING, MARION FLORENCE, and

GULICK, LUTHER HALSEY. Food and life. il 68c
Ginn 613.2

20–5746

The book has been suggested by the new importance that the war
has placed on food as a universal human need and on the desirability
of a full knowledge of its potentialities even for children. “From its
pages the child will learn the facts he should know concerning the
great food business into which he is born and in which he is a
partner.... There is hardly a virtue or an ideal of family, community,
and world life which does not take a natural place in a study of the
fundamental human problem of food.” (Preface) Every aspect of the
food problem, the personal, the social, the economic and the
scientific is entertainingly put before the child in detached stories.
The contents are: A life business; The food tether; In business for
yourself; Food as fuel; Our dally bread; The magic touch; Likes and
dislikes; A world appetite; The first step; The moment of eating; In
the world’s food market; The pitcher and the loaf; The gift of a
garden; Kitchen service; Food and money; For future use; Food and
health; Food and the government; At a world table. In Facts and
figures are given tables, charts and lists of a scientific nature. The
book has an index and illustrations.

+ Booklist 17:123 D ’20

LASKI, HAROLD JOSEPH. Political thought in

England from Locke to Bentham. (Home univ. lib.)
*75c (1c) Holt 320.9

20–14002

The author holds that the eighteenth century began with the
revolution of 1688, that it was a period of quiet after a storm and can
make little pretence to discovery, but that its stagnation was mainly
on the surface and that the period was fruitful of much thought
resulting in future activity. The significance of Locke—who alone in
this period confronted the general problems of the modern state—of
Burke, Hume, Adam Smith and their contemporaries, forms the
subject matter of the book. Contents: Introduction; The principles of