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ebook download (eBook PDF) Disorders of Childhood: Development and Psychopathology 3rd Edition all chapter
ebook download (eBook PDF) Disorders of Childhood: Development and Psychopathology 3rd Edition all chapter
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Contents
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viii Contents
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Contents ix
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x Contents
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Contents xi
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xii Contents
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About the Authors
xiii
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Preface
Writing a textbook on the psychological disorders of in- to be explored for both typically and atypically devel-
fants, children, and adolescents involves multiple deci- oping children. In this third edition, for example, we
sions about content, emphasis, and organization. These expanded the coverage of neuroscience research, in-
decisions reinforce and extend the knowledge base of cluding brain development and function (e.g., patterns
the field and determine what is distinctive about the of connectivity) and behavior genetics and epigenetics
authors’ approach. The decisions we made while writ- (e.g., gene-by-environment processes and interactions,
ing this book were influenced by our academic and differential sensitivity). We also expanded our emphasis
clinical experiences involving both typical and atypi- on understanding the multiple environments in which
cal development. When we made the decision to write children develop (e.g., relationships, families, peer
this book, we were particularly interested in providing groups, cultures).
a text that was both relevant and compelling. Our hope The second theme focuses on developmental frame-
was to provide students with the type of meaningful works and developmental pathways, and this perspec-
framework and conceptual integration that has come tive is reflected in the sequencing of chapters, unique
to characterize our field. We also wanted to offer teach- sections that open each chapter and summarize key
ers a more practical and more true-to-life approach to developmental tasks and challenges, and our descrip-
organizing their courses. tions of disorders over time. Disorders that emerge or
In this third edition, we reorganized several chap- are diagnosed early in development are presented first,
ters to better reflect how disorders, combinations of followed by disorders that emerge or are diagnosed in
disorders, and challenging diagnostic issues present the elementary-school years, followed by those that
in real-world clinical settings. For example, we moved emerge or are diagnosed in adolescence. This sequenc-
the chapter on maltreatment and trauma- and stressor- ing serves several purposes. First, it allows students to
related disorders to the set of chapters focused on consider specific disorders and sets of disorders that
early childhood. We also included new content on the occur in a particular developmental period in proxim-
transition to psychosis and personality disorders in a ity and relation to one another. Second, this sequenc-
reorganized chapter on substance-related disorders and ing allows for an ongoing focus on the constructs of
transition to adult disorders, in order to emphasize that risk and resilience and provides a basis for coherent
the developmental psychopathology perspective does discussions of early-occurring disorders as risk factors
not end with adolescence, but rather continues to in- for later-occurring disorders. For example, the chapter
form our understanding of individuals and disorders on disorders of early childhood focuses first on under-
across the lifespan. standing the nature and course of these disorders in and
Multiple themes recur throughout the text; together, of themselves; it also previews the multiple connections
they distinguish our clinical and teaching emphases. that will be made in subsequent chapters between tem-
Each of these themes is informed by the principles perament and attachment difficulties and later forms of
and practices of developmental psychopathology, an in- psychopathology. Third, this sequencing emphasizes a
terdisciplinary approach that asserts that maladaptive more complex understanding of disorders: For example,
patterns of emotion, cognition, and behavior occur in we think differently about depression that is identified
the context of typical development. The first theme em- early and on its own than we do about depression that
phasizes multifactor explanations. Multifactor explana- follows and may be related to an anxiety disorder or at-
tions of disorders encompass biological, psychological, tention deficit/hyperactivity disorder.
and sociocultural factors. These factors are examined in The sections at the beginning of chapters that sum-
detailed analyses of etiologies, assessments, diagnoses, marize the developmental tasks and challenges experi-
developmental pathways, and interventions. Especially enced by typically developing children are especially
distinctive is the way that we make sure to discuss the relevant, given the disorders discussed in the chapter.
multiple ways that factors at every level of analysis need For instance, a detailed summary of the development of
xv
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xvi Preface
self-regulation, effortful control, and executive function information about a child. We need to appreciate the
is presented before a clinical presentation of attention everyday joys and special accomplishments that are
deficit/hyperactivity disorder. An overview of prosocial part of all children’s lives. In addition, we believe that
behavior is presented at the beginning of the chapter on this holistic focus provides a number of opportunities
oppositional defiant disorder and conduct disorder, and a to talk about the stigma associated with mental illness
review of stress and coping is provided in the chapter on and to encourage awareness, tolerance, respect, and
maltreatment and trauma- and stressor-related disorders. compassion for children and adolescents who struggle
These introductory sections help students appreciate the with disorders.
developmental contexts of disorders and their core symp- Our hope is that this book will enable students to
toms; to make distinctions among the everyday issues think about disorders in the same way that caring adults
that most children experience, more difficult types of think about disorders they encounter every day—in
problems, and clinically meaningful psychopathology; terms of an individual child who is coping with distress
and to make comparisons between the factors that influ- and dysfunction: a boy or girl of a certain age, with
ence the multiple pathways of typical development and a specific temperament, characteristic strengths, and
the multiple pathways of psychopathology. personal history and a family and a network of friends
Discussions of developmental pathways, or descrip- embedded in a community and culture. We believe that
tions of disorders over time, accurately reflect how each we have written a textbook that places the child at the
child’s psychopathology unfolds over time in real life. center of comprehensive and meaningful information,
This pathway model also emphasizes opportunities reflecting the most up-to-date understandings of child
for growth and change. For example, we describe age- and adolescent psychopathology, in a format designed
related experiences, such as the transition to middle to support learning and understanding.
school, that are associated with some struggling chil-
dren getting back on track and certain well-function-
ing children experiencing distress. In this third edition, Key Features
we continue to provide up-to-date coverage of models In addition to the previously discussed case studies
describing developmental cascades, the accumulating woven throughout, our textbook offers a variety of
consequences of multiple transactions across domains, feature boxes that highlight important topics of inter-
levels, and systems. These new constructs emphasize est for students. The themes covered in these boxes
the integrative and dynamic nature of development and are (1) The Child in Context, (2) Clinical Perspectives,
psychopathology. (3) Risk and Resilience, and (4) Emerging Science.
The third theme takes into account the child in For study and review, each chapter includes a chapter
context and calls attention to the multiple settings in summary and list of key terms that appear in boldface
which the child is embedded. Discussions throughout in the text.
the text are intended to highlight the many ways in
which children and their disorders are understood in MindTap for Parritz and Troy’s Disorders
larger social contexts (e.g., families, schools and com- of Childhood
munities, cultures, and historical eras). In the third edi- MindTap is a personalized teaching experience with rele-
tion, new summaries provide information on children’s vant assignments that guide students to analyze, apply,
mental health in global context, as well as additional and improve thinking, allowing instructors to measure
research findings comparing children’s adjustment and skills and outcomes with ease.
maladjustment from diverse cultural backgrounds and
in various countries. ●● Guide Students: A unique learning path of relevant
The fourth theme involves a broad focus on the whole readings, media, and activities that moves students
child, rather than a narrow focus on disorder, devel- up the learning taxonomy from basic knowledge and
opmental delay, or impairment. This holistic appre- comprehension to analysis and application.
ciation of the child emphasizes patterns of interests, ●● Personalized Teaching: Becomes yours with a Learn-
abilities, and strengths. We make sure that our case ing Path that is built with key student objectives. Control
studies include this kind of information to remind what students see and when they see it. Use it as is or
students as often as possible that the diagnosis of a match to your syllabus exactly—hide, rearrange, add,
particular disorder does not provide all the important and create your own content.
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Preface xvii
●● Promote Better Outcomes: Empower instructors REVIEW. After students read the chapter and un-
and motivate students with analytics and reports derstand and know what they’ve read, it’s time to
that provide a snapshot of class progress, time in review and take the Chapter Quiz.
course, engagement, and completion rates.
In addition to the benefits of the platform, MindTap Supporting Resources
for Parritz and Troy’s Disorders of Childhood includes
Cengage offers the following supplements for Disorders
the following learning path:
of Childhood:
START. Students begin their personalized learn- ●● Cognero. Cengage Learning Testing Powered by
ing plan for each chapter with Mastery Training,
Cognero is a flexible, online system that allows you
powered by Cerego. This app helps students retain
to author, edit, and manage test bank content from
knowledge as they progress through each chapter,
multiple Cengage Learning solutions, create multi-
and pass each test!
ple test versions in an instant, and deliver tests from
READ. Students read the chapter next. After each your Learning Management System (LMS), your
major section, students answer the Check Your classroom, or wherever you want. The testbank was
Understanding mini-quiz questions. These section prepared by Debra Schwiesow
quizzes help students know what they just read be- ●● Online Instructor’s Manual. This supplement,
fore progressing to the next major section. prepared by Rebecca Fraser-Thill, contains valuable
WATCH. Students watch videos, which are followed resources for preparing for class, including chapter
by thought-provoking questions related to both the outlines, lecture topics, YouTube video suggestions,
chapter that they just read and the video content. and class activities.
Each video features real people with real disorders, ●● Online Microsoft PowerPoint Lecture Outlines.
including attention deficit/hyperactivity disorder Prepared by Rebecca Fraser-Thill, these handy and
(ADHD), autism spectrum disorder, learning disor- accessible lecture outlines are a great starting point
ders, intellectual disability and more. for helping instructors prepare for class.
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Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Acknowledgments
We wish to thank the many individuals who have in- We have many people to thank at Cengage, in-
spired, challenged, encouraged, and supported us from cluding Carly McJunkin, who provided invaluable
the very beginning of this project to the final revisions advocacy, enthusiasm, and experience. We thank
of the third edition. Although our two names are on the Tangelique Williams-Grayer for her careful attention
cover, we are deeply aware that our text reflects the work to detail, patient problem solving, and positive atti-
of countless others whose research studies and clinical tude. We are grateful to the marketing team for all of
insights we have cited and summarized. We thank them their hard work in promoting the first and second edi-
for their contributions to this text and to the field of de- tions and for their excitement about the third edition.
velopmental psychopathology. We also thank all the individuals on the production
We are grateful for the exceptional educational, team, including Nick Barrows (Intellectual Property
research, and clinical experiences that have motivated Project Manager), James Finlay (Marketing Manager),
us to write this book. We are grateful to teachers and Ruth Sakata-Corley (Cengage Content Project Man-
colleagues who have shared their knowledge of child ager), and Lynn Lustberg (Project Manager) at MPS
development and psychopathology, along with their Limited.
vision of sound, compassionate intervention. We es- This text has benefited greatly from the comments and
pecially acknowledge our undergraduate, graduate, suggestions of many reviewers, including the following:
and clinical mentors, who exemplify professional
accomplishment and generosity and who model pas- Jack Bates, Indiana University–Bloomington
sionate commitment to children’s well-being: Joe Michelle Broth, Georgia Gwinnett College
Cunningham of Brandeis University, Megan Gunnar Arin Connell, Case Western Reserve University
and Alan Sroufe of the University of Minnesota, and Mary Ann Coupland, Sinte Gleska University
Ada Hegion and Vivian Pearlman of the Hennepin Carolyn Fallahi, Central Connecticut State
County Medical Center. We could not be prouder to University
be their students. Bill Frey, Castleton State College
We thank our own students and clients, who have Jennifer Green, Miami University
challenged us to be better explainers of theory and Wendy Hart, Arizona State University
more thoughtful models of practice. We also thank Steve Lee, University of California Los Angeles
our colleagues at Hamline University and at Children’s Susan Marell, St. Thomas Aquinas College
Hospitals and Clinics of Minnesota for their ongoing Paul McCabe, Brooklyn College–City University of
encouragement and support. Thanks also to Wendy New York
Werdin, the most wonderfully obliging faculty secre- Suzanne Morin, Shippensburg University
tary at Hamline University, for typing stacks and stacks Casey Tobin, University of Wisconsin–La Crosse
of references. Deborah Walder, Brooklyn College–City University
As we prepare to launch the third edition, we wish of New York
to thank all those who were so important to the suc-
cess of the first and second editions, including the Robin Parritz especially thanks Mike Troy, a dear
professors and instructors who adopted our textbook friend and admired clinician whose intellect, passion,
and provided us with valuable feedback. In particu- and perfectly timed humor have made all aspects of this
lar, we thank Alan Sroufe and Dante Cicchetti for collaboration rewarding. Robin is extraordinarily fortu-
believing in us and in the value of this endeavor. We nate that she is embedded in ever-expanding circles of
are especially grateful for their formal endorsement loving family and wonderful friends. She will always be
of the book, which has been key to its widespread grateful for their support, encouragement, and friend-
acceptance in the field and a source of great pride to ship. Robin also thanks her sons and daughters-in-law,
the authors. Ari and Rachel, Adam and Hadley, and Jesse for every
xix
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xx Acknowledgments
kind of happiness. Robin is forever indebted to her the years pass by. He is grateful to have grown up
husband, Jon Parritz, for enormous amounts of love, in the convergence of love created by his siblings—
counsel, and support. Kathie, Bill, Joe, Tim, Maureen, and Mary, who each
Mike Troy thanks Robin Hornik Parritz, a true of us miss each and every day. He thanks Paul, Tom,
friend and gifted colleague, for her grace and wis- and Brian for timeless friendship. Above all else, he
dom. Their ongoing collaboration is his great good is thankful to Cynthia Koehler Troy for the gift of
fortune. Mike’s gratitude to his parents, Bill and love, loyalty, and family. She is at the center of all
Carmen Troy, somehow manages to grow deeper as that is best in his life.
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1 Introduction
WHEN WE THINK ABOUT childhood and growing up, images of wonder, energy, excite-
ment, and joy are common. Babies sharing first smiles and taking first steps; kindergarten-
ers singing loud songs and looking forward to family vacations; children reading books, rid-
ing bikes, and sleeping over with friends; teens studying for exams, learning to drive, and
falling in love. In the midst of all this growth and change, however, we notice children who
are almost always sad, worried, afraid, or angry. We meet children who believe that they
are bad, that they have no control over their lives, that the world is an awful place. There are
children who lash out at others, and some who withdraw from relationships. Some of these
children exhibit patterns of feelings, thoughts, and behaviors that are best understood as
psychological disorders.
The goal of this textbook is to provide a basic understanding of these children and
their disorders, and of the theories, methodologies, and findings of developmental
psychopathology. We need to understand so that we may meaningfully describe the
psychological disorders of infancy, childhood, and adolescence. We need to understand
so that we can identify the numerous factors that increase vulnerability to psychopa-
thology. We need to understand so that we can design appropriate interventions for
struggling children. We need to understand so that we can increase awareness and
empathy for children who deserve to be treated with dignity and respect. And we need
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2 CHAPTER 1 Introduction
to understand so that we can provide the necessary support and resources to families,
schools, and communities.
Our approach in writing and organizing this textbook is based on the central prem-
ise of developmental psychopathology, which suggests that we gain a better un-
derstanding of children’s disorders when we think about those disorders within the
context of typical development. We believe that infant, child, and adolescent psycho-
pathology can be understood only by placing descriptions of disorders against the
background of usual emotional, cognitive, and behavioral development. We also be-
lieve that it is necessary to acknowledge the everyday problems and difficult phases
that characterize typical child development, and to make clear both the connections
and the distinctions between adaptation and maladaptation. We present discussions
of children’s disorders in a sequence that follows the child’s own growth from birth
through early adulthood and emphasizes that both children and their disorders develop
and change over time.
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What Is Normal? 3
Transition to Adulthood
Major issue: Emancipation
Proportion
Additional issues:
Launching a life course
Financial responsibility
Adult social competence Disorder Disorder
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divisaron otra isla, también á la izquierda, tan redonda y lisa, que la
llamó el Almirante S A N T A M A R Í A L A R E D O N D A , por figurársele la
islilla la cúpula de una catedral. Por temor á los bajos y restingas
dispuso el gran Navegante dar anclaje á la escuadra. A la mañana
siguiente, 11 de noviembre, arribó á S A N T A M A R Í A L A A N T I G U A ,
cuyo nombre puso el Almirante á esta isla en remembranza de la
iglesia más venerenda de Valladolid. ¡Quién le hubiera dicho al
famoso mareante é ilustre descubridor, que al dedicar un recuerdo á
la vieja parroquia castellana, ella se lo devolvería, andando el tiempo,
á su cadáver, cuando en pobre ataúd y abandonado de todo el
mundo, lo condujeron á las puertas de la veneranda iglesia para
recibir las oraciones y sentidos Salmos de la liturgia católica!
Siguiendo el crucero su derrotero al noroeste distinguieron los
viajeros muchas islas, situadas á la parte del norte, y corrientes al
noroeste sueste[25], todas muy altas, dando fondo frente á una de
ellas, que llamó el Almirante S A N M A R T Í N , porque precisamente
corresponde ese día al santo obispo y confesor, que lleva ese nombre.
El 12 de noviembre la armada levó áncoras, sacando pedazos de
coral pegados á ellas, lo que alegró á los tripulantes y viajeros,
despertando grandes esperanzas; pero el Almirante no quiso
detenerse, porque se acentuaban sus deseos de llegar á la Española.
Soplaron vientos contrarios y el crucero, entorpecido en su marcha,
tuvo que llegar de arribada forzosa á S A N T A C R U Z , donde surgió el
jueves 14 de noviembre, á mediodía. Dispuso el Almirante la captura
de algún indígena de A Y - A Y (Santa Cruz), para saber dónde se
encontraba y habiendo ido una barca á tierra apresaron cuatro indias
y tres niños. Regresando á las naos encontró la barca una canoa en
que iban cuatro indios y una india, los cuales viendo no podían huir
bogando, hicieron uso de sus arcos y flechas, hiriendo dos cristianos.
Las flechas eran arrojadas con tanta fuerza y destreza, que la india
pasó de parte á parte un broquel. La barca, entonces, embistió
impetuosamente á la canoa y la volcó; pero los caribes nadando y
haciendo pié en los bajos continuaron su defensa hasta que fueron
capturados por los veinte y cinco hombres de la embarcación. Partió
la escuadra de S A N T A C R U Z , el mismo día 14, con rumbo otra vez al
noroeste en busca de la Española, inclinando, luego, el derrotero al
norte, y entorpecido por un archipiélago de islillas se detuvo frente á
V I R G E N G O R D A , donde llegó de noche. Al siguiente día, 15 de
noviembre, dispuso el Almirante la exploración del archipiélago
dicho, resultando más de cuarenta islas altas y peladas, las dejó al
norte, intitulando á la mayor S A N T A U R S U L A , y á las otras, las
V Í R G E N E S , y derribó al suroeste. Corrió el crucero estas costas todo
ese día, y el siguiente, 16 de noviembre, por la tarde, divisó tierras de
B O R I Q U É N ; navegó por el sur todo el día 17, y por la noche,
observaron los pilotos que la isla tenía por aquella banda treinta
leguas[26]; continuó la armada su derrotero el 18, y desaparecido el
obstáculo de los M O R R I L L O S D E C A B O - R O J O , fijó el rumbo al
norte, recurvando, y acercándose á tierra, según las condiciones de
mar y viento; viniendo á terminar el costeo de la isla en el último
ángulo occidental[27], comprendido entre los cabos S A N F R A N C I S C O
y B O R I Q U É N , y dando anclaje el crucero el día 19 de noviembre.
A pesar de que Colón tenía gran interés en arribar cuanto antes
á la Española, el aspecto frondoso, y exuberante de la selvática isla,
hirió tan vivamente la artística imaginación del genovés marino, que
le vemos deponer sus ansias de viaje y hacer que permanezca el
crucero hasta la mañana del 22 de noviembre frente á la encantadora
é inexplorada B O R I Q U É N . Justo era, que después de haber saludado
la acantilada é inhospitalaria D O M Í N I C A ; de sufrir crueles angustias
en la antropófaga G U A D A L U P E ; de sentir el corrosivo veneno de las
enherboladas flechas de S A N T A C R U Z ; y de contemplar islas e
islotes pelados, que el labio piadoso del Almirante—que hacía cantar
todas las mañanas la Salve Regina y todas las tardes el Ave-María—
bautizaba de continuo con el dulce nombre de la Reina de los cielos,
justo era, que aquella tripulación é intrépidos viajeros aspirasen los
perfumados efluvios de los aromosos campos de B O R I Q U É N y
recordara con ellos los cármenes y jardines de Valencia. Y la
impresión fué tan dulce y alhagadora que el Almirante apellidó á la
isla con el nombre de S A N J U A N B A U T I S T A , no tan solo en
obsequio al príncipe don Juan, que había tomado á Diego y
Fernando como pajes, sino también porque la hermosura de la isla
era precursora de ofertas y dones, que el tiempo ha justificado.
El viernes 22 de noviembre, á la hora del alba, hizo rumbo la
escuadra al noroeste, y antes de anochecer avistaron los viajeros
tierra desconocida; pero por las indias boriqueñas supieron era la
Española. El aspecto de la comarca hacía dudar al Almirante y envió
á tierra, frente á S A M A N Á uno de los indios naturales de ella, el cual
no volvió. Siguió el crucero costeando, y el 26 de noviembre volvió el
Almirante á enviar bateles á tierra, y trajeron indios voluntarios, que
tocando los jubones y camisas, decian: camisa, jubón. No quedó
duda alguna á los viajeros, que estaban por fin en la Española. Siguió
la armada navegando en dirección al fuerte de Navidad y al explorar
M O N T E C H R I S T I , en cuyo punto estuvo el crucero dos días, y en la
desembocadura del rio Y A Q U E [28] encontraron los expedicionarios
dos cadáveres, con un lazo al cuello uno, y el otro con la lazada al pié;
al siguiente día hubieron otros dos. ¡Terribles presagios! El 27 de
noviembre, á media noche, llegó la armada á la entrada de la bahía
de Cabo Haity (Punta Santa), viniendo á tomar puerto al oscurecer
del siguiente día, frente á la desembocadura del rio G U A R I C O , hoy
rivière Haut du Cap. Al tiro de bombarda respondió un silencio
sepulcral.
¡Con cuánta pesadumbre caerían las sombras nocturnales sobre
el alma del apesarado genovés! Y en aquella obscuridad
impenetrable ¡cómo vería la penetrante mirada del profeta
descubridor levantarse tristemente la imagen de la desolación sobre
el fuerte de Navidad, revelándole la intuición lo que la palpable
realidad le presentara al siguiente día! ¡Con qué tensión nerviosa
indagaría el triste fin de Diego de Arana, hermano de la madre de su
hijo Fernando, y Alguacil de la Armada, de Pedro Gutierrez, el
repostero de estrado del Rey, de Rodrigo de Escobedo, escribano de
la Armada, y de los treinta y seis infelices compañeros! Tuvo que
aplacar sus ansias y hacerse el diplomático, conteniendo los deseos
de venganza de sus compañeros de viaje, principalmente del padre
Boil, y contemplar, en silencio, el fuerte incendiado, los pozos
cegados, los cadáveres putrefactos é insepultos y los indígenas
recelosos y alejados, teniendo que escoger lugar más favorable para
iniciar otra vez la colonización.
Fuentes históricas.
“Item: Diréis á sus Altezas el trabajo que el doctor Chanca tiene con el
afruenta de tantos dolientes, y aún la estrechura de los mantenimientos é aún con
todo ello, se dispone con gran diligencia y caridad en todo lo que cumple á su
oficio, y porque sus Altezas remitieron á mí el salario, que acá se le había de dar,
porque estando acá es cierto quel non toma ni puede haber nada de ninguno, ni
ganar de su oficio como en Castilla ganaba, ó podría ganar estando á su reposo é
viviendo de otra manera, que acá no vive; y así que como quiera que él jura que es
más lo que allá ganaba allende el salario que sus Altezas le dan, y non me quise
extender más de cincuenta mil maravedís por el trabajo que acá pasa cada uno año
mientras acá estoviere; los cuales suplico á sus Altezas le manden librar con el
sueldo de acá y eso mismo, porque él dice y afirma, que todos los físicos de
vuestras Altezas, que andan en reales ó semejantes cargos que estos, suelen haber
de derecho un dia de sueldo, en todo el año, de toda la gente: con todo he seido
informado, y dícenme, que como quier que esto sea, la costumbre es darles cierta
suma tasada á voluntad y mandamiento de sus Altezas en compensa de aquel día
de sueldo. Suplicaréis á sus Altezas, que en ello manden proveer, así en lo del
salario como de esta costumbre, por forma que el dicho Doctor tenga razón de ser
contento.”
“En la cibdad de Isabela, Miércoles catorce dias del mes de Enero, año del
Nascimiento de nuestro Salvador Jesucristo de mil quatrocientos noventa y cinco
años, el dicho Señor Almirante mandó á mí Diego de Peñalosa, Escribano de
Cámara del Rey é la Reina, nuestros Señores, é su Notario público en la su Corte é
en todos los sus Reinos é Señoríos, que catase los registros y protocolos de Fernand
Perez de Luna, Escribano público del número de dicha cibdad, defunto que Dios
haya, etc.”
“El Rey é la Reina: Don Cristóbal Colón, nuestro Almirante del mar Océano, y
nuestro Visorrey é Gobernador de las islas nuevamente falladas en la parte de las
Indias: Vimos las cartas que nos enviastes con Antonio de Torres, con las cuales
habimos mucho placer, y damos muchas gracias á Nuestro Señor Dios que tan bien
lo ha fecho, é en haberos en todo tan bien guiado. En mucho cargo é servicio vos
tenemos lo que allá habéis fecho é trabajado con tanta buena orden y proveimiento
que non puede ser mejor, é asimismo oimos al dicho Antonio de Torres, é
recibimos todo lo que con él nos enviastes, é no se esperaba menos de vos segun la
mucha voluntad é afección que de vos se ha conocido é conoce en las cosas de
nuestro servicio. Sed cierto que nos tenemos de vos por muchos servidos é
encargados en ello para vos facer merced é honra é acrecentamientos como
vuestros grandes servicios lo requieren é adeudan: é porque el dicho Antonio de
Torres tardó en venir aquí fasta agora é non habíamos visto vuestras cartas las
cuales non nos había traido por las traer él á mejor recaudo é por la priesa de la
partida destos navíos que agora van, los cuales á hora que lo aquí supimos los
mandamos despachar con todo recaudo de las cosas que de allá enviastes por
memorial, é cuanto más cumplidamente se pudiese facer sin detenerlos, é así se
fará é cumplirá en todo lo otro quel trajo á cargo al tiempo é como él lo dijere; no
ha lugar de vos responder como quisiéramos, pero cuando él vaya, placiendo á
Dios, vos responderemos é mandaremos proveer en todo ello como cumple. Nos
habemos habido enojo de las cosas que allá se han fecho fuera de vuestra voluntad,
las cuales mandaremos bien remediar é castigar. En el primer viaje que para acá se
ficiere enviad á Bernal de Pisa, al cual Nos enviamos mandar que ponga en obra su
venida, é en el cargo que llevó entienda en ello la persona que á vos é al Padre Fray
Boil pareciere en tanto que de acá se provee, que por la priesa de la partida de los
dichos navíos non se pudo agora proveer en ello, pero en el primer viaje, si place á
Dios, se proveerá de tal persona cual conviniese para el dicho cargo. De Medina del
Campo á trece de Abril de noventa y cuatro.—Yo el Rey.—Yo la Reina.—Por
mandado del Rey é de la Reina.—Juan de la Parra.”
“El Rey é la Reina: Don Cristóbal Colón, Almirante etc.: Vimos vuestras letras
é memoriales que nos enviastes con Torres, y habemos habido mucho placer de
saber todo lo que por ellas nos escribistes, y damos muchas gracias á nuestro Señor
por todo ello, porque esperamos que con su ayuda este negocio vuestro será causa
que nuestra Santa Fé Católica será mucho más acrecentada:... y visto todo lo que
nos escribistes como quiera que asaz largamente decís todas las cosas de que es
mucho gozo y alegría leerlas.”