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 BRIEF CONTENTS

Preface xvi
1 Overview to Understanding Abnormal Behavior 2
2 Diagnosis and Treatment 24
3 Assessment 46
4 Theoretical Perspectives 70
5 Neurodevelopmental Disorders 100
6 Schizophrenia Spectrum and Other Psychotic Disorders 136
7 Depressive and Bipolar Disorders 162
8 Anxiety, Obsessive-Compulsive, and Trauma-
and Stressor-Related Disorders 184
9 Dissociative and Somatic Symptom Disorders 214
10 Feeding and Eating Disorders; Elimination Disorders;
Sleep-Wake Disorders; and Disruptive, Impulse-Control,
and Conduct Disorders 236
11 Paraphilic Disorders, Sexual Dysfunctions, and Gender Dysphoria 258
12 Substance-Related and Addictive Disorders 286
13 Neurocognitive Disorders 320
14 Personality Disorders 348
15 Ethical and Legal Issues 378

Glossary G-1
References R-1
Credits C-1
Name Index I-1
Subject Index I-9

vii
 CONTENTS

Preface xvi Return to the Case: Rebecca Hasbrouck 22

SUMMARY 23
CHAPTER 1 KEY TERMS 23
Overview to Understanding Abnormal
Behavior 2 CHAPTER 2
Diagnosis and Treatment 24
Case Report:
Rebecca Hasbrouck 3 Case Report: Peter
Dickinson 25
1.1 What Is Abnormal
Behavior? 4 2.1 Psychological Disorder:
1.2 The Social Impact of Psychological Disorders 5 Experiences of Client and Clinician 26

1.3 Defining Abnormality 6 The Client 26

1.4 What Causes Abnormal Behavior? 7 The Clinician 27

Biological Causes 7 2.2 The Diagnostic Process 27

Psychological Causes 7 What’s New in the DSM-5: Changes in

the DSM-5 Structure 28
Sociocultural Causes 7
The Biopsychosocial Perspective 8 The Diagnostic and Statistical Manual
(DSM-5) 28
1.5 Prominent Themes in Abnormal Psychology
throughout History 9 Additional Information 28

Spiritual Approach 9 Culture-Bound Syndromes 30

Humanitarian Approach 10 2.3 Steps in the Diagnostic Process 34

Scientific Approach 12 Diagnostic Procedures 34

1.6 Research Methods in Abnormal Psychology 14 Case Formulation 35

1.7 Experimental Design 14 Cultural Formulation 35

What’s New in the DSM-5: Definition of a 2.4 Planning the Treatment 36

Mental Disorder 15 Goals of Treatment 36

1.8 Correlational Design 15 You Be the Judge: Psychologists as

Prescribers 37
You Be the Judge: Being Sane in Insane
Places 16 Treatment Site 38
Psychiatric Hospitals 38
1.9 Types of Research Studies 17
Specialized Inpatient Treatment Centers 38
Survey 17 Outpatient Treatment 39

REAL STORIES: Vincent van Gogh: Halfway Houses and Day Treatment Programs 39

Psychosis 18 Other Treatment Sites 39

Laboratory Studies 19 Modality of Treatment 40

The Case Study Method 20 Determining the Best Approach to

Treatment 41
Single Case Experimental Design 20
2.5 The Course of Treatment 41
Investigations in Behavioral Genetics 20
The Clinician’s Role in Treatment 41
Bringing It All Together: Clinical
Perspectives 22 The Client’s Role in Treatment 41

viii
REAL STORIES: Daniel Johnston: Bipolar CHAPTER 4
Disorder 42
Theoretical
2.6 The Outcome of Treatment 43
Perspectives 70
Return to the Case: Peter Dickinson 44
Case Report: Meera
SUMMARY 44 Krishnan 71

KEY TERMS 45
4.1 Theoretical Perspectives in Abnormal Psychology 72
4.2 Biological Perspective 72
CHAPTER 3 Theories 72
Assessment 46 Treatment 77

Case Report: 4.3 Trait Theory 80

Ben Robsham 47 What’s New in the DSM-5: Theoretical
Approaches 81
3.1 Characteristics of Psychological
Assessments 48 4.4 Psychodynamic Perspective 81
3.2 Clinical Interview 49 Freud’s Theory 81
3.3 Mental Status Examination 52 Post-Freudian Psychodynamic Views 83
3.4 Intelligence Testing 52 Treatment 86
Stanford-Binet Intelligence Test 53 4.5 Behavioral Perspective 86
Wechsler Intelligence Scales 53 Theories 86
3.5 Personality Testing 56 You Be the Judge: Evidence-Based
Self-Report Tests 56 Practice 87

Projective Testing 60 Treatment 88

3.6 Behavioral Assessment 61 4.6 Cognitive Perspective 89
3.7 Multicultural Assessment 61 Theories 89
3.8 Neuropsychological Assessment 62 Treatment 90

What’s New in the DSM-5: Section 3 4.7 Humanistic Perspective 91

Assessment Measures 63 Theories 91
You Be the Judge: Psychologists in the Treatment 93
Legal System 64 4.8 Sociocultural Perspective 94
3.9 Neuroimaging 65 Theories 94
REAL STORIES: Ludwig van Beethoven: Treatment 94
Bipolar Disorder 66
REAL STORIES: Sylvia Plath: Major
3.10 Putting It All Together 68 Depressive Disorder 96
Return to the Case: Ben Robsham 68 4.9 Biopsychosocial Perspectives on Theories and
Treatments: An Integrative Approach 97
SUMMARY 69
Return to the Case: Meera Krishnan 98
KEY TERMS 69
SUMMARY 98
KEY TERMS 99

ix
CHAPTER 5 CHAPTER 6
Neurodevelopmental Schizophrenia Spectrum
Disorders 100 and Other Psychotic
Case Report:
Disorders 136
Jason Newman 101
Case Report: David
Marshall 137
5.1 Intellectual Disability (Intellectual Developmental
Disorder) 103
6.1 Schizophrenia 139
Causes of Intellectual Disability 104
What’s New in the DSM-5: Schizophrenia
What’s New in the DSM-5: Subtypes and Dimensional Ratings 143
Neurodevelopmental Disorders 107 Course of Schizophrenia 143
Treatment of Intellectual Disability 109
You Be the Judge: Schizophrenia
5.2 Autism Spectrum Disorder 110 Diagnosis 145
Theories and Treatment of Autism 6.2 Brief Psychotic Disorder 146
Spectrum Disorder 112
6.3 Schizophreniform Disorder 147
Rett Syndrome 115
6.4 Schizoaffective Disorder 147
High-Functioning Autism Spectrum Disorder,
Formerly Called Asperger’s Disorder 115 6.5 Delusional Disorders 148
6.6 Theories and Treatment of Schizophrenia 150
REAL STORIES: Daniel Tammet: Autism
Spectrum Disorder 116 Biological Perspectives 150
Theories 150
5.3 Learning and Communication Disorders 118
Specific Learning Disorders 118 REAL STORIES: Elyn Saks: Schizophrenia 152
Treatments 153
Communication Disorders 121
Psychological Perspectives 154
5.4 Attention-Deficit/Hyperactivity Disorder
Theories 154
(ADHD) 122
Treatments 156
Characteristics of ADHD 122
Sociocultural Perspectives 156
ADHD in Adults 125 Theories 156
Theories and Treatment of ADHD 126 Treatments 158

You Be the Judge: Prescribing Psychiatric 6.7 Schizophrenia: The Biopsychosocial

Medications to Children 128 Perspective 159

5.5 Motor Disorders 130 Return to the Case: David Marshall 160
Developmental Coordination Disorder 130 SUMMARY 160

Tic Disorders 131 KEY TERMS 161

Stereotypic Movement Disorder 132

5.6 Neurodevelopmental Disorders: The Biopsychosocial
Perspective 132 CHAPTER 7
Return to the Case: Jason Newman 133 Depressive and
SUMMARY 133 Bipolar Disorders 162
KEY TERMS 134 Case Report:
Janice Butterfield 163

x
7.1 Depressive Disorders 164 8.1 Anxiety Disorders 186
Major Depressive Disorder 164 Separation Anxiety Disorder 187
Theories and Treatment of Separation Anxiety Disorder 187
Persistent Depressive Disorder (Dysthymia) 166
Disruptive Mood Dysregulation Disorder 166 Selective Mutism 188

Premenstrual Dysphoric Disorder 167 Specific Phobias 189

Theories and Treatment of Specific Phobias 190
7.2 Disorders Involving Alternations in Mood 167
Social Anxiety Disorder 192
Bipolar Disorder 167
Theories and Treatment of Social Anxiety Disorder 192
REAL STORIES: Carrie Fisher: Bipolar Panic Disorder and Agoraphobia 193
Disorder 168 Panic Disorder 193

Cyclothymic Disorder 170 Agoraphobiar 194

Theories and Treatment of Panic Disorder and Agoraphobia 194
7.3 Theories and Treatment of
Depressive and Bipolar Disorder 171 Generalized Anxiety Disorder 195
Biological Perspectives 171 REAL STORIES: Paula Deen: Panic Disorder
with Agoraphobia 196
What’s New in the DSM-5: Depressive
and Bipolar Disorders 174 Theories and Treatment of Generalized Anxiety Disorder 197

Psychological Perspectives 176 8.2 Obsessive-Compulsive and Related Disorders 198

Psychodynamic Approaches 176 What’s New in the DSM-5: Definition and
Behavioral and Cognitive-Behavioral Approaches 176 Categorization of Anxiety Disorders 199
Interpersonal Approaches 178
Theories and Treatment of Obsessive-Compulsive
Sociocultural Perspectives 179 Disorder 199

You Be the Judge: Do-Not-Resuscitate You Be the Judge: Psychiatric

Orders for Suicidal Patients 180 Neurosurgery 201

7.4 Suicide 180 Body Dysmorphic Disorder 201

7.5 Depressive and Bipolar Disorders: The Biopsychosocial Hoarding Disorder 203
Perspective 182 Trichotillomania (Hair-Pulling Disorder) 204
Return to the Case: Janice Butterfield 182 Excoriation (Skin-Picking) Disorder 206
SUMMARY 183 8.3 Trauma- and Stressor-Related Disorders 206
KEY TERMS 183 Reactive Attachment Disorder and Disinhibited
Social Engagement Disorder 207
Acute Stress Disorder and Post-Traumatic Stress
CHAPTER 8 Disorder 207
Theories and Treatment of Post-Traumatic Stress Disorder 208
Anxiety, Obsessive-
8.4 Anxiety, Obsessive-Compulsive, and Trauma-
Compulsive, and and Stressor-Related Disorders: The Biopsychosocial
Trauma- and Stressor- Perspective 210
Related Disorders 184 Return to the Case: Barbara Wilder 210
Case Report: Barbara Wilder 185 SUMMARY 211
KEY TERMS 212

xi
CHAPTER 9 CHAPTER 10
Dissociative and Feeding and Eating
Somatic Symptom Disorders; Elimination
Disorders 214 Disorders; Sleep-Wake
Case Report: Rose
Disorders; and
Marston 215 Disruptive, Impulse-
Control, and Conduct
9.1 Dissociative Disorders 216
Disorders 236
Major Forms of Dissociative Disorders 216
Theories and Treatment of Dissociative Case Report: Rosa
Disorders 217 Nomirez 237

REAL STORIES: Herschel Walker: 10.1 Eating Disorders 238

Dissociative Identity Disorder 218
You Be the Judge: Dissociative Identity
Disorder 220
9.2 Somatic Symptom and Related Disorders
Somatic Symptom Disorder 222
Illness Anxiety Disorder 223
Conversion Disorder (Functional Neurological
Symptom Disorder) 223
Conditions Related to Somatic Symptom
Disorders 224
Theories and Treatment of Somatic Symptom and
Related Disorders 225
Characteristics of Anorexia Nervosa 239
REAL STORIES: Portia de Rossi: Anorexia
Nervosa 240
222
Characteristics of Bulimia Nervosa 242
Binge-Eating Disorder 243
Theories and Treatment of Eating Disorders 243
What’s New in the DSM-5: Reclassifying
Eating, Elimination, Sleep-Wake, and Disruptive,
Impulse-Control, and Conduct Disorders 245
Avoidant/Restrictive Food Intake Disorder 245
Eating Disorders Associated with Childhood 246

What’s New in the DSM-5: Somatic 10.2 Elimination Disorders 246

Symptom and Related Disorders 227 10.3 Sleep-Wake Disorders 247
9.3 Psychological Factors Affecting 10.4 Disruptive, Impulse-Control, and Conduct Disorders 249
Medical Condition 227
Oppositional Defiant Disorder 249
Relevant Concepts for Understanding Intermittent Explosive Disorder 250
Psychological Factors Affecting Medical
Condition 228 Conduct Disorder 252

Stress and Coping 228 Impulse-Control Disorders 252

Pyromania 252
Emotional Expression 231
You Be the Judge: Legal Implications of
Personality Style 232
Impulse-Control Disorders 253
Applications to Behavioral Medicine 232 Kleptomania 254

9.4 Dissociative and Somatic Symptom Disorders: 10.5 Eating, Elimination, Sleep-Wake, and Impulse-Control
The Biopsychosocial Perspective 233 Disorder: The Biopsychosocial Perspective 255
Return to the Case: Rose Marston 234 Return to the Case: Rosa Nomirez 255
SUMMARY 234 SUMMARY 256
KEY TERMS 235 KEY TERMS 257

xii
 11.5 Paraphilic Disorders, Sexual Dysfunctions, and Gender
CHAPTER 11 Dysphoria: The Biopsychosocial Perspective 282
Paraphilic Disorders, Return to the Case: Shaun Boyden 284
Sexual Dysfunctions,
and Gender Dysphoria 258 SUMMARY 284
KEY TERMS 285
Case Report: Shaun Boyden 259

11.1 What Patterns of Sexual Behavior Represent CHAPTER 12

Psychological Disorders? 260
11.2 Paraphilic Disorders 262
Substance-Related
and Addictive Disorders 286
Pedophilic Disorder 263
Exhibitionistic Disorder 264 Case Report:
Carl Wadsworth 287
Voyeuristic Disorder 264
Fetishistic Disorder 265 12.1 Key Features of Substance
Disorders 289
Frotteuristic Disorder 266
What’s New in the DSM-5:
Sexual Masochism and Sexual Sadism
Combining Abuse and
Disorders 266
Dependence 290
Transvestic Disorder 267
12.2 Disorders Associated with Specific
Theories and Treatment of Paraphilic Substances 290
Disorders 267
Alcohol 292
Biological Perspectives 268
Theories and Treatment of Alcohol
What’s New in the DSM-5: The Use Disorders 295
Reorganization of Sexual Disorders 269
Biological Perspectives 295
Psychological Perspectives 269
Psychological Perspectives 297
11.3 Sexual Dysfunctions 270 Sociocultural Perspective 298

Arousal Disorders 271 Stimulants 299

Disorders Involving Orgasm 274 Amphetamines 299
Cocaine 300
You Be the Judge: Treatment for Sex
Offenders 275 Cannabis 301

Disorders Involving Pain 276 Hallucinogens 303

Theories and Treatment of Sexual Opioids 306

Dysfunctions 276 You Be the Judge: Prescribing
Biological Perspectives 276 Prescription Drugs 307
Psychological Perspectives 277
Sedatives, Hypnotics, and Anxiolytics 308
REAL STORIES: Sue William Silverman: Sex
Caffeine 309
Addiction 278
REAL STORIES: Robert Downey Jr.:
11.4 Gender Dysphoria 280
Substance Use Disorder 310
Theories and Treatment of Gender
Tobacco 311
Dysphoria 282
Inhalants 311

xiii
Theories and Treatment of Substance Use 13.7 Neurocognitive Disorders due to Another General
Disorders 311 Medical Condition 344
Biological Perspectives 312
13.8 Neurocognitive Disorders: The Biopsychosocial
Psychological Perspectives 312 Perspective 345
12.3 Non-Substance-Related Disorders 313 Return to the Case: Irene Heller 346
Gambling Disorder 313 SUMMARY 346
12.4 Substance Disorders: The Biopsychosocial KEY TERMS 347
Perspective 316

Return to the Case:

Carl Wadsworth 316 CHAPTER 14
SUMMARY 317 Personality Disorders 348
KEY TERMS 318
Case Report: Harold Morrill 349

14.1 The Nature of Personality

CHAPTER 13 Disorders 350

Neurocognitive What’s New in the DSM-5:

Dimensionalizing the Personality
Disorders 320 Disorders 351
Case Report: Irene Heller 321 Personality Disorders in DSM-5 351

13.1 Characteristics of Neurocognitive Disorders 322 Alternative Personality Disorder Diagnostic System
in Section 3 of the DSM-5 352
13.2 Delirium 324
14.2 Cluster A Personality Disorders 355
13.3 Neurocognitive Disorder due to Alzheimer’s
Disease 327 Paranoid Personality Disorder 355

Prevalence of Alzheimer’s Disease 328 Schizoid Personality Disorder 356

What’s New in the DSM-5:
Recategorization of Neurocognitive
Disorders 329
Stages of Alzheimer’s Disease 329
Diagnosis of Alzheimer’s Disease 330
Schizotypal Personality Disorder 357
14.3 Cluster B Personality Disorders 357
Antisocial Personality Disorder 357
Characteristics of Antisocial Personality
Disorder 358

Theories and Treatment of Alzheimer’s Theories of Antisocial Personality

Disease 333 Disorder 360
Theories 333
You Be the Judge: Antisocial Personality
You Be the Judge: Early Diagnosis of Disorder and Moral Culpability 361
Alzheimer’s Disease 334 Biological Perspectives 361

Treatment 336
REAL STORIES: Ted Bundy: Antisocial
REAL STORIES: Ronald Reagan: Personality Disorder 362
Alzheimer’s Disease 338 Psychological Perspectives 363

13.4 Neurocognitive Disorders due to Neurological Disor- Treatment of Antisocial Personality

ders Other than Alzheimer’s Disease 340 Disorder 364

13.5 Neurocognitive Disorder due to Traumatic Borderline Personality Disorder 364

Brain Injury 343 Characteristics of Borderline Personality
Disorder (BPD) 365
13.6 Neurocognitive Disorders due to Substances/
Theories and Treatment of BPD 366
Medications and HIV Infection 344

xiv
Histrionic Personality Disorder 368 You Be the Judge: Multiple Relationships
Narcissistic Personality Disorder 368 Between Clients and Psychologists 391

14.4 Cluster C Personality Disorders 371 Record Keeping 392

Avoidant Personality Disorder 371 15.2 Ethical and Legal Issues in Providing
Services 392
Dependent Personality Disorder 372
Commitment of Clients 392
Obsessive-Compulsive Personality Disorder 373
Right to Treatment 393
14.5 Personality Disorders: The Biopsychosocial
Perspective 375 Refusal of Treatment and Least Restrictive
Alternative 394
Return to the Case: Harold Morrill 375
15.3 Forensic Issues in Psychological
SUMMARY 376 Treatment 395
KEY TERMS 377 The Insanity Defense 395

REAL STORIES: Susanna Kaysen:

CHAPTER 15 Involuntary Commitment 396
Ethical and Legal Competency to Stand Trial 400

Issues 378 Understanding the Purpose of Punishment 400

Concluding Perspectives on Forensic Issues 400
Case Report:
Mark Chen 379 Return to the Case: Mark Chen 401
SUMMARY 401
15.1 Ethical Standards 380
KEY TERMS 402
Competence 382
What’s New in the DSM-5 : Ethical Glossary G-1
Implications of the New Diagnostic
System 382 References R-1
Informed Consent 384 Credits C-1
Confidentiality 385
Name Index I-1
Relationships with Clients, Students, and Research
Collaborators 390 Subject Index I-9

xv
 PREFACE
Reflecting the latest edition of the Diagnostic and Statistical
Manual (DSM-5) and available as a print book and
Smartbook (McGraw-Hill’s adaptive reading experience),
Abnormal Psychology: Clinical Perspectives and Psychological
Disorders, provides a complete solution for your course.
McGraw-Hill Connect
Abnormal Psychology
Abnormal Psychology is available to instructors and
students in traditional print format as well as online within
McGraw-Hill’s Connect® Abnormal Psychology, an
integrated assignment and assessment platform. Connect’s
online tools make managing assignments easier for
instructors—and make learning and studying more
motivating and efficient for students.
Experience Adaptive Reading with
SmartBook
McGraw-Hill SmartBook ™ is the first and only adaptive
reading experience available for the higher education market.
Powered by an intelligent diagnostic and adaptive engine,
SmartBook facilitates and personalizes the reading process by
identifying what content a student knows and doesn’t know
through adaptive assessments. As the student reads, SmartBook
constantly adapts to ensure the student is focused on the
content he or she needs the most to close any knowledge gaps.
Experience a New Classroom
Dynamic with LearnSmart
How many students think they know what they know but
struggle on the first exam? McGraw-Hill’s LearnSmart ™
adaptive learning system identifies students’ metacognitive
xvi
abilities and limitations, identifying what they know—and
more importantly, what they don’t know. Using Bloom’s
Taxonomy and a highly sophisticated “smart” algorithm,
LearnSmart creates a customized study plan, unique to
every student’s demonstrated needs. With virtually no
administrative overhead, instructors using LearnSmart are
reporting an increase in student performance by one letter
grade or more.
New Faces: Interactive
Faces: Interactive is an assignable and assessable learning
environment that allows students to “interact” with real
people living with psychological disorders. Through its
unique interactive video program, Faces presents students
with an opportunity to develop their critical thinking skills
and gain a deeper understanding of psychological disorders.
Twelve different disorders are presented, including ADHD,
Borderline Personality Disorder, Schizophrenia, and Post-
Traumatic Stress Disorder. Faces: Interactive is available
exclusively through Connect.
Real-Time Reports
These printable, exportable reports show how well each
student (or section) is performing on each course segment.
Instructors can use this feature to spot problem areas
before they crop up on an exam.
 Accessible Storytelling
Approach and Empirically
Supported Research
The seventh edition of Abnormal Psychology focuses on
providing an accurate, understandable, concise, and up-to-
date view of this rapidly evolving field. In particular, we
have taken a thorough look at the literature and synthesized psychology. If you’ve seen a previous edition, you will notice
the information to provide the most relevant theories and
research for you to study. We have added new features to
give you an appreciation for the ethical issues that confront
mental health professionals and the current controversies in
the field around changes in the diagnostic system. “You Be
the Judge” presents you with controversial ethical questions want you to be able to grasp the material in the least
specific to the content of the chapter. “What’s New in the
DSM-5” feature summarizes
whi33389_ch08_184-213.indd Page 201 24/06/13 9:11 AM F-468
the changes
whi33389_ch06_136-161.indd from
Page 143 DSM-IV-TR
6/20/13
/201/MH02079/whixxxxx_disk1of1/xxxxxxxxxx/whixxxxx_pagefiles
4:48 PM F-469
to DSM-5. We have also revised each chapter based on
You Be the Judge
Psychiatric Neurosurgery
As we discussed in Chapter 4, psychiatric neurosurgery is increasingly being used
to give clinicians a tool for controlling the symptoms of obsessive-compulsive
disorder. However, to what extent is surgical intervention justifiable to control the
existence of psychological symptoms? Moreover, this surgery is not reversible.
The debate over psychosurgery goes back to the mid-twentieth century when
physician Walter Freeman traveled around the country performing approximately
18,000 leucotomies in which he severed the frontal lobes from the rest of the
brain to control the unmanageable behaviors of psychiatric patients. The idea was
that by severing the frontal lobes from the limbic system, the patients would no
longer be controlled by their impulses.
As was true in the early twentieth century, when clinicians employed lobotomies to
manage otherwise intractable symptoms of psychiatric patients, is it possible that
future generations will look upon cingulotomies and similar interventions as excessively
punitive and even barbaric? On the other hand, with symptoms that are so severe and
disabling, is any method that can control them to be used even if imperfect?
Gillett (2011) raised these issues regarding the use of current psychosurgeries.
By altering the individual’s brain through such radical techniques, psychiatrists are
tampering with a complex system of interactions that make up the individual’s
personality. Just because they “work,” and because no other methods are
currently available, does this justify making permanent changes to the individual’s
brain? The victims of the leucotomies performed by Freeman “improved” in that
their behavior became more docile, but they were forever changed.
Q: You be the judge: Is it appropriate to transform the person using permanent
methods whose basis for effectiveness cannot be scientifically established? As
Gillett concludes, “burn, heat, poke, freeze, shock, cut, stimulate or otherwise
shake (but not stir) the brain and you will affect the psyche” (p. 43).
principles of what is called “evidence-based treatment.”
These features will give you a contemporary view of the
field as it is now and will also provide you with a solid basis
for understanding how this ever-changing field continues to
progress.
In writing the seventh edition, we have significantly
sharpened the focus of each chapter to provide you with as
vibrant a picture as possible of this remarkable field in
a distinct change that, while still focused on “talking to the
student,” does so in a way that reflects the learning style of
today’s students. We realize that students take many credit
hours and that each course (particularly in psychology)
seems to be getting increasingly demanding. Therefore, we
amount of time, but with similar depth as students found in
our previous editions. /201/MH02079/whixxxxx_disk1of1/xxxxxxxxxx/whixxxxx_pagefiles
What’s New in the DSM-5
Schizophrenia Subtypes and Dimensional Ratings
The DSM-5 authors implemented major changes in their approach to diagnosing
schizophrenia. As we mentioned at the beginning of the chapter, they eliminated
the subtypes of schizophrenia. Instead, using a scale that is in Section 3, clinicians
assign a diagnosis of schizophrenia to which they can add a rating of the individual’s
symptoms along a set of dimensions, as Table 6.3 shows.
By eliminating the subtypes of schizophrenia, the DSM-5 authors sought to
improve both the diagnostic reliability and validity of the system. They also sought
to have a more quantifiable basis for research on the disorder’s causes as well as
for treatment planning. For example, a clinician evaluating the results of cognitive-
behavioral therapy could use the ratings of hallucination and delusion severity
to determine whether the intervention is reducing the specific symptoms toward
which they are targeting treatment.
The DSM-5 authors also decided to include cognitive impairment as a
dimension in the Section 3 severity ratings, given the importance of cognitive
deficits in current understandings of the individual’s ability to carry out social and
occupational activities and to carry out the tasks involved in everyday living. In this
regard, a neuropsychological assessment could inform the diagnostic process
(Reichenberg, 2010).
The DSM-5 authors considered, but decided not to, eliminate schizoaffective
disorder as a separate entity.
Although not there yet, the DSM-5 authors believe that clinicians will eventually
diagnose schizophrenia as a “spectrum” disorder. This would mean, potentially, that
even diagnoses long in use in psychiatry would disappear, including schizophreniform
disorder, schizoaffective disorder, and the two personality disorders associated with
schizophrenic-like symptoms.
The current system in the DSM-5 represents a step in moving away from the
old categorization system and toward the dimensional approach. By including
severity ratings rather than subtypes in Section 3, they are making it possible for
clinicians and researchers to track individuals over time in a quantifiable fashion.
xvii
How Will You Study
“Abnormal” Human
Behavior?
The field of abnormal psychology covers the full spectrum
of human behavior throughout the life span. From infancy
through later adulthood, the process of development
propels us through a vast range of experiences. Some of
these experiences, invariably, include encounters with
distressing emotions, behaviors, inner experiences, and
interactions with other people. There is no sharp dividing
line between “normal” and “abnormal,” as you will learn in
this book, nor do people spend their entire lives in one or
the other of these realms.
Abnormal psychology is particularly fascinating because
it reflects so many possible variations in human behavior,
particularly as these evolve over time in an individual’s life.
Learning about abnormal psychology can be a goal for you
in and of itself, but you more than likely will find yourself
drawn to its practical applications as a basis for learning
how to help others. Whether or not you decide to enter a
helping profession, however, you will find knowledge of this
field useful in whatever profession you decide to pursue as
well as your everyday life.
Clinical Perspectives on
Psychological Disorders
The subtitle of this seventh edition, Clinical Perspectives on
Psychological Disorders, reflects the emphasis in each of the
prior editions on the experience of clients and clinicians in
their efforts to facilitate each individual’s maximum
functioning. We present an actual case study at the
beginning of each chapter that typifies the disorders in that
chapter. At the end of the chapter, we return to the case
study with the outcome of a prescribed treatment on the
basis of the best available evidence. Throughout the chapter,
we translate the symptoms of each disorder into terms that
capture the core essence of the disorder. Our philosophy is
that students should be able to appreciate the fundamental
nature of each disorder without necessarily having to
memorize diagnostic criteria. In that way, students can gain
a basic understanding that will serve them well regardless
of their ultimate professional goals.
The Biopsychosocial Approach
An understanding of psychological disorders requires an
integrative approach, particularly as researchers begin to
understand increasingly the connections among the
multiple dimensions that influence people throughout life.
xviii
We are adopting the biopsychosocial approach—
incorporating biological, psychological, and sociocultural
contributions to psychological disorders. Neuroscience
research is increasingly becoming relevant to the
understanding of psychopathology, but at the same time, so
are issues related to social context including diversity of
social class, race, and ethnicity. These factors combine in
complex ways, and throughout the book, we explain how
they apply to particular psychological disorders.
The Life-Span Approach
Individuals grow and change throughout life, and we feel
that it is essential to capture the developmental dimension
in helping students understand the evolution of
psychological disorders over time. Therefore, we have
incorporated research and theories that provide relevant
understandings of how the disorders that we cover emerge
and modulate from childhood through adulthood. We also
emphasize the interactive and reciprocal effects of “nature”
(genetics) and “nurture” (the environment) as contributors
to psychological disorders.
The Human Experience of
Psychological Disorders
Above all, the study of abnormal psychology is the study of
profoundly human experiences. To this end, we have
developed a biographical feature entitled “Real Stories.”
You will read narratives from the actual experiences of
celebrities, sports figures, politicians, authors, musicians
and artists ranging from Beethoven to Herschel Walker.
Each Real Story is written to provide insight into the
particular disorder covered within the chapter. By reading
these fascinating biographical pieces, you will come away
with a more in-depth personal perspective to use in
understanding the nature of the disorder.
The Scientist-Practitioner Framework
We have developed this text using a scientist-practitioner
framework. In other words, you will read about research
informed by clinical practice. We present research on
theories and treatments for each of the disorders based on
the principles of “evidence-based practice.” This means that
the approaches that we describe are tested through
extensive research informed by clinical practice. Many
researchers in the field of abnormal psychology also treat
clients in their own private offices, hospitals, or group
practices. As a result, they approach their work in the lab
with the knowledge that their findings can ultimately
provide real help to real people.
Chapter-by-Chapter
Changes
The most significant change in this updated edition is the
integration of the DSM-5 in every chapter where it applies.
Even the table of contents has been reorganized to reflect
this important new edition of the DSM.
Another major change you will notice is in the order of
authors. After many years of teaching, research, and writing,
the new first author (Professor Whitbourne) is bringing her
classroom style into the writing of this text. Professor
Whitbourne also writes a popular Psychology Today blog
called “Fulfillment at Any Age,” and she has adapted the
material in the previous editions to reflect the empirically
informed but accessible reading style that has contributed to
the success of this blog.
In addition, we added a research assistant to the team who
brings a more youthful and contemporary perspective to
particular features within the text. An advanced clinical
psychology graduate student at American University at the
time of this writing, Jennifer O’Brien wrote the “Real Stories”
features and the case studies that begin and end each chapter.
Changing any identifiable details, she brought her work into
these cases from her practicums at a college counseling
center, a Veterans Administration Hospital, a judicial court
system, and a women’s therapy clinic. In addition to her
outstanding academic credentials, Jennifer happens to be
Professor Whitbourne’s younger daughter. She is a member of
Psi Chi, APAGS (the APA Graduate Student association), and
the recipient of an outstanding undergraduate teaching
assistant award. Her dissertation research, on the therapeutic
alliance, will provide new insights into understanding
this fundamental component of effective psychotherapy.
She currently works as a researcher at the Veterans
Administration Medical Center in Jamaica Plain, Boston, MA.
We have added two particularly exciting features to the
seventh edition found in most chapters:
• “What’s New in DSM-5” This feature summarizes the
changes from DSM-IV-TR to DSM-5. Not only does it
highlight the new edition of the DSM, but it also
demonstrates how the definition and categorization of
psychological disorders changes over time.
• “You Be the Judge” The ethical issues that psychologists
grapple with are an integral part of research and practice.
In these boxed features, we highlight a specific aspect of
one of the disorders that we discuss in the chapter and
present a question for you to answer. You will be the
judge in deciding which position you want to take, after
we inform you of both sides of the issue at stake.
To make it easier for previous users of the text to see
what’s changed, a summary of the most important
revisions to each chapter follows.
CHAPTER 1: Overview to
Understanding Abnormal Behavior
• Reduced length of sections on history of abnormal
psychology
• Clarified the biopsychosocial perspective section
• Added a section on Behavioral Genetics
• Expanded the discussion of the developmental
perspective
CHAPTER 2: Diagnosis and
Treatment
• Replaced the description of the DSM-IV-TR with a
section on the DSM-5
• Added material on the International Classification of
Diseases (ICD) system
• Provided greater focus on evidence-based practice
CHAPTER 3: Assessment
• Provided up-to-date information on the WAIS-IV and
its use in assessment
• Greatly expanded the section on neuropsychological
assessment, including computerized testing
• Updated and expanded treatment of brain imaging
methods
• Retained projective testing but with less focus on
detailed interpretation of projective test data
CHAPTER 4: Theoretical Perspectives
• Retained the classic psychodynamic theories, but with
updates from current research
• Expanded greatly the discussion of biological theories,
and moved these to the beginning of the chapter
• Provided more detail on the cognitive-behavioral
perspective to use as a basis for subsequent chapters
that rely heavily on treatment based on this
perspective
xix
CHAPTERS 5-14: Neurodevelopmental
Disorders to Personality Disorders
• Where appropriate, incorporated information about how
DSM-5 changed conceptualization of these disorders,
including changes in terminology
• Expanded the coverage of biological theories, including
studies on genetics, epigenetics, and neuroimaging
• Completely updated treatment sections, giving
emphasis to those approaches to treatment
recommended through evidence-based practice.
• Included newer therapies including mindfulness/
meditation, relaxation, and Acceptance and
Commitment Therapy
xx
• Revised tables and figures to provide more readily
accessible pedagogy
CHAPTER 15: Ethical and
Legal Issues
• Expanded the discussion of APA’s Ethics Code, including
a table that summarizes its most important features
• Updated the cases with newer information, including a
section on Kendra’s Law
• Revised the section on forensic psychology, including
examples from relevant case law

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xxi
Acknowledgments
The following instructors were instrumental in the
development of the text, offering their feedback and advice
as reviewers:
David Alfano, Community College of Rhode Island
Bryan Cochran, University of Montana
Julie A. Deisinger, Saint Xavier University
Angela Fournier, Bemidji State University
Richard Helms, Central Piedmont Community College
Heather Jennings, Mercer County Community College
Joan Brandt Jensen, Central Piedmont Community College
Cynthia Kalodner, Towson University
Patricia Kemerer, Ivy Tech Community College
Barbara Kennedy, Brevard Community College-Palm Bay
Joseph Lowman, University of North Carolina-Chapel Hill
Don Lucas, Northwest Vista College
James A. Markusic, Missouri State University
Mark McKellop, Juniata College
Maura Mitrushina, California State University-Northridge
John Norland, Blackhawk Technical College
Karen Clay Rhines, Northampton Community College
Ty Schepis, Texas State University
xxii
William R. Scott, Liberty University
Dr. Wayne S. Stein, Brevard Community College
Marla Sturm, Montgomery County Community College
Terry S. Trepper, Purdue University-Calumet
Naomi Wagner, San Jose State University
Nevada Winrow, Baltimore City Community College
A great book can’t come together without a great
publishing team. We’d like to thank our editorial team, all
of whom worked with us through various stages of the
publishing process. Special gratitude goes to our editor,
Krista Bettino, whose vision helped us present the material
in a fresh and student-oriented manner. Barbara Heinssen,
Development Manager, aided in development and redesign
of this new edition. Anne Fuzellier, Managing Editor, and
Chantelle Walker, Editorial Coordinator, assisted us
through the complex publication process. Sarah Colwell,
Digital Development Editor, and Neil Kahn, Digital
Product Analyst, ensured that the material is translated
into digital media, allowing greater access for students and
instructors. Laura Byrnes, Marketing Coordinator, also
deserves our special thanks.
A Letter from the Author
I am very glad that you are choosing to read my textbook. The topic of abnormal
psychology has never been more fascinating or relevant. We constantly hear media
reports of celebrities having meltdowns for which they receive quickie diagnoses that
may or may not be accurate. Given all of this misinformation in the mind of the public,
I feel that it’s important for you to be educated in the science and practice of abnormal
psychology. At the same time, psychological science grabs almost as many headlines in
all forms of news media. It seems that everyone is eager to learn about the latest findings
ranging from the neuroscience of behavior to the effectiveness of the newest treatment
methods. These advances in brain-scanning methods and studies of psychotherapy
effectiveness are greatly increasing our understanding of how to help people with
psychological disorders.
Particularly fascinating are the DSM-5 changes. Each revision of the DSM brings with
it controversies and challenges and the DSM-5 is no exception. Despite challenges to the
new ways that the DSM-5 defines and categorizes psychological disorders, it is perhaps
based more than any earlier edition on a strong research base. Scientists and practitioners
will continue to debate the best ways to interpret this research. We all will benefit from
these dialogues.
The profession of clinical psychology is also undergoing rapid changes. With changes
in health care policy, it is very likely that more and more professionals ranging from
psychologists to mental health counselors will be employed in providing behavioral
interventions. By taking this first step toward your education now, you will be preparing
yourself for a career that is increasingly being recognized as vital to helping individuals
of all ages and all walks of life to achieve their greatest fulfi llment.
I hope you fi nd this text as engaging to read as I found to write. Please feel free to
e-mail me with your questions and reactions to the material. As a user of McGraw-Hill’s
Connect in my own introductory psychology class, I can also vouch for its effectiveness
in helping you achieve mastery of the content of abnormal psychology. I am also available
to answer any questions you have, from an instructor’s point of view, about how best to
incorporate this book’s digital media into your own teaching.
Thank you again for choosing to read this book!

Best,
Susan Krauss Whitbourne, PhD
swhitbo@psych.umass.edu

xxiii
Overview to Understanding
Abnormal Behavior
OUTLINE Learning Objectives
Case Report: Rebecca Hasbrouck . . . . 3
1.1 Distinguish between normal but unusual behavior and
What Is Abnormal Behavior? . . . . . . . . 4 between unusual but abnormal behavior.
The Social Impact of 1.2 Understand how explanations of abnormal behavior have
Psychological Disorders . . . . . . . . . . . . 5 changed through time.
Defining Abnormality . . . . . . . . . . . . . . 6 1.3 Articulate the strengths and weaknesses of research
What Causes Abnormal Behavior? . . . . 7 methods.
Biological Causes . . . . . . . . . . . . . . 7 1.4 Describe types of research studies.
Psychological Causes . . . . . . . . . . . 7
Sociocultural Causes . . . . . . . . . . . . 7
The Biopsychosocial Perspective . . . 8
Prominent Themes in Abnormal
Psychology throughout History . . . . . . . 9
Spiritual Approach . . . . . . . . . . . . . . 9
Humanitarian Approach . . . . . . . . . 10
Scientific Approach . . . . . . . . . . . . 12
Research Methods in
Abnormal Psychology . . . . . . . . . . . . . 14
Experimental Design . . . . . . . . . . . . . . 14
What’s New in the DSM-5: Definition
of a Mental Disorder. . . . . . . . . . . . . . 15
Correlational Design . . . . . . . . . . . . . . 15
You Be the Judge: Being
Sane in Insane Places. . . . . . . . . . . . . 16
Types of Research Studies . . . . . . . . . 17
Survey . . . . . . . . . . . . . . . . . . . . . . 17
Real Stories: Vincent
van Gogh: Psychosis . . . . . . . . . . . . . 18
Laboratory Studies . . . . . . . . . . . . 19
The Case Study Method . . . . . . . . 20
Single Case Experimental Design . 20
Investigations in Behavioral
Genetics . . . . . . . . . . . . . . . . . . . . 20
Bringing It All Together:
Clinical Perspectives . . . . . . . . . . . . . 22
Return to the Case: Rebecca
Hasbrouck . . . . . . . . . . . . . . . . . . . . . 22
Summary . . . . . . . . . . . . . . . . . . . . . . 23
Key Terms . . . . . . . . . . . . . . . . . . . . . 23
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Frankie's
dog Tony
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Frankie's dog Tony

Author: Madeline Leslie

Release date: November 4, 2023 [eBook #72019]

Language: English

Original publication: Chicago: Henry A. Sumner and Company, 1867

*** START OF THE PROJECT GUTENBERG EBOOK FRANKIE'S

DOG TONY ***
Transcriber's note: Unusual and inconsistent spelling is as
printed.

AUNT HATTIE'S LIBRARY

FRANKIE'S DOG TONY.

 BY

AUNT HATTIE

[MADELINE LESLIE]

AUTHOR OF THE "BROOKSIDE SERIES," ETC., ETC.

"GO TO THE ANT, THOU SLUGGARD; CONSIDER HER

WAYS AND BE WISE."—Solomon.

CHICAGO:
HENRY A. SUMNER & COMPANY.
1880.

Entered, according to Act of Congress, in the year 1867, by

REV. A. R. BAKER,
In the Clerk's Office of the District Court for the District of
Massachusetts.
 AUNT HATTIE'S LIBRARY
for Boys.

SERIES II.

VOL. I. THE APPLE BOYS.

VOL. II. THE CHEST OF TOOLS.

VOL. III. THE FACTORY BOY.

VOL. IV. FRANKIE'S DOG TONY.

VOL. V. THE GOLDEN RULE.

VOL. VI. LYING JIM.

AUNT HATTIE'S LIBRARY

for her Little Friends.

SERIES I.

VOL. I. THE SHEEP AND LAMBS.

VOL. II. LILY'S BIRTHDAY.

VOL. III. THE CHEST OF TOOLS.

VOL. IV. MAGGIE AND THE MICE.

VOL. V. THE LOST KITTY.

VOL. VI. IDA'S NEW SHOES.

To

NELLIE, ROLAND COTTON, ANNIE, AND FULLER

APPLETON,

CHILDREN OF MY BELOVED NEPHEW,

THE REV. JOHN COTTON SMITH, D.D.,

THESE SMALL VOLUMES ARE AFFECTIONATELY INSCRIBED,

WITH THE EARNEST PRAYER

THAT THEIR LIVES MAY PROVE THEM TO BE LAMBS IN THE FOLD

OF THE GREAT AND GOOD

Shepherd of Israel.

CONTENTS.

CHAPTER I. THE SOLDIER'S DOG

CHAPTER II. FRANK AND TONY

CHAPTER III. FRANKIE'S MUSIC LESSON

CHAPTER IV. FRANKIE'S NEW LESSON

CHAPTER V. THE STOLEN DOG

CHAPTER VI. TONY'S LOVE FOR HER MASTER

CHAPTER VII. CONCLUSION

FRANKIE'S DOG TONY.

CHAPTER I.
THE SOLDIER'S DOG.

DID you ever see a dog with a coat on? I am going to tell
you about one who was a great traveller. I think you will say
it was a remarkable dog, and will not be surprised that
Frank was very proud of her.

But first I must tell you who Frank was, and where he lived.

In the beautiful village of W—, a few miles from the city of

Boston, there was a lovely cottage almost covered with
woodbine, which had been trained over the walls. In this
cottage lived Mr. and Mrs. Colvin, with their two sons,
Edward and Frank.

Mr. Colvin had been a sea-captain, and in one of his

voyages, he brought home an English officer, who had been
wounded in the battle before Sebastopol. This gentleman,
whose name was Jameson, had a little dog Tony, who was
greatly attached to him. They ate together and slept
together, and wherever Colonel Jameson was, whether
walking the deck or sitting near the helmsman, or standing
in the door of the captain's office, there you would see Tony,
also.

One day the captain said,—

"Colonel Jameson, you seem very fond of your dog."

"Yes, sir," the gentleman answered, "and if you have time, I

will tell you where I found her."

"I should like to hear it," Captain Colvin answered.

"Well, sir. It was one day, just after a terrible battle; I was
making my way over the bloody field to see whether I could
find any of my comrades, when I heard a low moan, coming
from a tent. I went in and found a poor fellow with his arm
shot off. Some injury he had received on his head had made
him quite delirious. I tried to bathe the wound, but a little
puppy lying close to his side would not let me touch him."

"To make a long story short, the brave boy died a few days
later; but not until he had sent messages by me to his
widowed mother and sister at home, and had given me his
only treasure, his faithful friend Tony."

"I took her to my tent, and she has been true to me ever
since. In all the battles in which I afterwards engaged, Tony
was in my pocket. When I was wounded, she moaned until
she grew sick."

"We understand each other very well, don't we, Tony?" he

asked, turning to the dog.

"Bow! Wow!" barked Tony, in a joyful tone.

"She knows I have been talking about her. See how intently
she watches my every movement. Here, Tony, stand up and
shake hands with me."

The creature instantly raised herself on her hind feet, and

held out her right paw.

"Is that the hand you offer to a gentleman? Give me the

other," said the colonel.

But Tony knew she was right; and she continued holding out
her paw, till he said, laughing,—

"You think it's my mistake, then; excuse me, Tony."

Then the dog jumped on her master, and wagged her tail as
if she were very much pleased.

Before the voyage was over, Captain Colvin and Colonel

Jameson had become such good friends that the captain
insisted the other should go home with him.

At first, Frank was afraid of Tony, but in a day or two, he

grew to like her so much, that he was not content unless he
could have her to play with him.

It was surprising how quickly the dog learned to like her

new home. Her master could not now, as when he was on
shipboard, feed her from his plate at dinner; but after one
or two meals, she submitted very quietly and allowed
Frankie to feed her from a plate in the kitchen.

When company came in, Tony had to be dressed up as well

as anybody. I forgot to tell you that every morning her
master gave her a bath; and then she lay in the sun, and
licked herself dry.

Colonel Jameson was not an officer now; but he had saved

a piece of his uniform, which was bright-red broadcloth, and
a lady friend of his had made it into a coat for Tony, and
trimmed it with the gold cord of which the epaulets were
made.

Frankie laughed merrily when he first saw Tony sitting in a

chair with her coat on. She looked so prim and funny, as if
she thought herself very fine indeed.

The next day, he begged his mother to give him a collar,

which made the dog look funnier than ever.

I don't think Tony liked the linen collar, which was starched
very stiff; for she kept turning her head from one side to
another, and uttering a low kind of a growl. I think she
wanted to say,—

"Please, Frank, take off my collar. I'm a soldier's dog, and

not used to such things, you know."

But Frank thought the collar a great improvement, and told

Tony she must get used to it, if she expected to live in
genteel society.

By and by, Mrs. Colvin basted into the neck of the coat a
white frill, which had no starch in it. Tony was so much
pleased at this, that she began at once to lick the lady's
hand, and ever after considered her a good friend.
 CHAPTER II.
FRANK AND TONY.

AFTER Colonel Jameson had stayed a month or so at the

cottage, and told his new friends all about the great battles
in which he had fought, he went to the city to find
employment. Tony, of course, went with him; and then poor
Frankie was so lonesome that he had two or three hearty
cries for his pet.

Mrs. Colvin told her husband she would try and find a dog
for Frank, he took so much comfort with Tony.

One day they went to the city, when, on calling at a friend's

house, there sat Colonel Jameson with his favorite in his
lap.

Every one could see that the love was not all on Frankie's
side, for Tony seemed almost out of her wits with joy. She
jumped up and down, giving short, joyful barks, and then
stopping a moment to lick his hands and kiss his face.

Frankie was delighted, and mother had to remind him twice

that he had not spoken to the lady of the house, before he
noticed that any one else was present.

Colonel Jameson laughed heartily when he saw what a

pleasant meeting it was. By and by he asked,—
"How would you like to take Tony home and keep her for
me?"

"O sir! I should like it very much, indeed. I would take nice
care of her, and let her go to school with me every day."

"I rather think the teacher would object to such a scholar,"

answered the gentleman, laughing.

He then told Mrs. Colvin that he had found some business,

and had a very good boarding-place; but they would not
consent to keep Tony. He felt very sad to part from the dog,
but as he found there were few boarding-houses, where a
dog was not considered a nuisance, he was willing Frankie
should take her, if his mother would consent.

It was some time before Tony could be made to understand

that she was to be separated from her master. When
Frankie called, she ran to him, but would instantly run back,
and catch hold of the Colonel's coat for him to come, too.

You may be sure that Mrs. Colvin did not like the officer any
the less because she saw a tear in his eye when he was
caressing the dog. She knew that he was thinking of all the
dangers they had encountered together, and also, how
desolate he should feel on going to his room at night, to
have no little friend there to welcome him.

At last, the lady where they were visiting proposed that the
Colonel should take advantage of the time when Frankie
was playing with the dog, and slip into another room, when
she would go with the boy more readily.

This he did; but Tony barked and ran to the door, scratching
with all her might to get it open. But when she found she
could not, she allowed her next loved friend to take her in
his arms and carry her away.
When they reached the cottage, she was delighted. She
would jump up into a chair by Frankie, or down again, just
as he bid her; but whenever the door opened, or she heard
a step on the walk, her ears would be cocked up, and she
would listen with all her might for her old master.

Frankie was very proud of his power over the dog, and was
continually showing his father, mother, and Edward how
quickly she understood and obeyed him.

At last it came time for the boy to go to bed.

He brought a shawl to wrap his baby in, and said he should

take her to bed with him as Colonel Jameson did. But Eddy
objected at once.

"I know just how it will be," he said; "Tony will bark and
wake us, and Frankie is such a sleepy head that he will not
get up to attend to her, and I shall have all the trouble with
her."

"No, no!" exclaimed Frankie; "I'll promise to keep her my

side, and take all the care of her."

Mrs. Colvin, however, thought it best to have a bed made

for Tony in the corner of the room, where she lay, wrapped
in the shawl, very quietly till morning.

The next day, when Frankie was getting ready for school, he
told his mother he was going to take Tony into the seat with
him.

"I am afraid your teacher will object, my dear," she said,

"and the dog will take your mind from your studies."

But the boy pleaded very earnestly that he might take her
once. "I want to show Willie Miles and George Holmes how
she obeys me," he exclaimed.

He came home at noon, just as his mother expected, very

indignant because the boys had tried to stone his pet.

"The teacher wouldn't let her stay in the school-room," he

exclaimed, his face growing very red, "though I told her
Tony would be perfectly quiet; and so I had to put her in the
entry, and when the boys went out at recess they teased
her dreadfully."

His mother comforted her boy by reminding him how

pleasant it would be for him to come home and have Tony
bark out her welcome. So that was the last of Tony's school
education.

Every day, though, she learned something new at home.

Even Captain Colvin took pains to teach her new and
cunning tricks. Whenever she wanted anything to eat, she
always stood up on her hind feet and asked for it, and then
she would bark out her thank you in the funniest manner
imaginable.

CHAPTER III.
FRANKIE'S MUSIC LESSON.

FRANKIE was generally a good boy; but sometimes, he did

not like to obey his mother, and tried to argue with her. This
is very naughty; for God has commanded children to obey
their parents promptly and cheerfully.

One morning, Frankie ran into the sitting-room, where his

mother was writing a letter, and said,—

"Ma, the boys are going to the woods for nuts,—may I go?"

"What time do they start, my dear?" she asked.

"Oh, we're going to get an early dinner! Ann can give me a

piece of pie, and I'll be off by one o'clock. Say, ma, may I
go?"

"But, Frankie, don't you remember you promised to carry

some yarn to poor Nancy? That must be done first."

"But, ma, I didn't know then that the boys were going to
the woods. I'll carry the yarn some other day."

"Poor Nancy is dependent on her knitting for her daily

bread, my son."

"Can't Edward carry it to her, then?"

"Edward has his drawing lesson."

Frankie began to look red and angry; but presently

brightened with the words,—"I'll run to Nancy's right away,
if you'll let me. Tony may go with me."

"Have you practised your music, my dear?"

The boy's face grew dark.

"No, ma, I haven't. I hate music, and I wish I never need

take another lesson, Mr. Lenox is so cross."
The lady looked grieved. "I can remember," she said, "when
a little boy begged his father to allow him to take lessons on
the piano; and, when his mother objected on account of the
time it would be necessary for him to practise, he
exclaimed,—"

"'Oh, you never need fear for me! I had rather learn music
than to play. I will promise to practise the lessons as much
as you wish me to.'"

"I didn't know then how hateful music was. I wish now I
need never see a piano again."

Mrs. Colvin was displeased to hear her son talk in this way,
and to see him look so angry. She raised her heart in prayer
to God that she might rightly train this darling child.

Presently she said, in a firm voice,—

"Frankie, go to the parlor and practise one hour by the

clock. Then, if you can run to Nancy's before dinner with the
yarn, I am willing you should join your companions in the
woods. But remember all depends on your prompt attention
to your music."

"It's lonesome in the parlor, ma."

"Your aunt is there sewing, and she will help you count the
time."

Frank went through the hall slowly, as if to an unpleasant

task; for every day he grew more neglectful of his practice,
and gave greater offence to his teacher. The piano was
already open; so, after spending four or five minutes in
finding the place in his book and pushing the music-stool
back and forth, he took his seat.
"How long are you going to practise," inquired his aunt, in a
cheerful voice.

"An hour," answered Frank, gloomily.

"Well, it's exactly ten now."

"But I've been here five minutes. I looked when I came in."

"Come, now, Frankie," urged the lady, "be a good boy, and
I'll help you. If you give your whole attention to it, you will
learn the lesson well in an hour."

Frankie's lingers Cell upon the keys; but his eyes had a
vacant look, and Aunt Sarah knew then, just as well as she
did at the end of the hour, that the time would be wasted.
She took up her book again, and the boy began to play over
and over one of his first lessons, which he could do without
any effort.

Five minutes more passed in this manner, when Tony poked

her nose through the crack of the door, which stood ajar,
and then made her way into the room, barking joyfully that
she had found her young master. This was a very good
excuse, the boy thought, for taking a recess; so down he
got from the stool, and had a fine romp with the dog on the
floor.

"Do you call that practising your lesson?" asked his aunt,
laughing.

"My fingers ache so," he began; but she interrupted him.

"I'll keep the time for you. Five minutes lost already."

Frankie suddenly recollected the nutting, and, seating

himself quickly, began to thumb over the same lesson
again.

"Now, Frankie, that's too bad!" she said, reprovingly. "Begin

on the new lesson. You have diddled that over and over till
I'm tired of it."

A merry laugh from behind the door made them both turn
in a hurry.

"Yes, Frankie, that's just it. You do nothing but diddle over
that one strain. I should think you would be ashamed of
yourself when pa's paying so much money for your
lessons."

"Now, Frank, I'm going to lay by my book, and attend to

you," said Aunt Sarah; "you must give your mind to it."

She drew a chair close to his side, and, pointing out the
notes, said, firmly, "Begin there!"

He did so, and for a short time picked out the notes quite
correctly, his aunt counting the time for him; but a slight
movement of Tony from the floor to the sofa, which she
thought would be an easier resting-place, upset him again.

"My head aches terribly," he exclaimed.

"You always say so," muttered Edward. "I wouldn't be such

a baby."

After this, it was quite in vain that Aunt Sarah tried to fix
his attention. He did indeed touch a few chords; but nothing
was accomplished. He complained continually that his head
ached.

It wanted fifteen minutes of eleven when his mother came

in.