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A GUIDE TO ASSESSMENTS THAT WORK
A GUIDE TO ASSESSMENTS
THAT WORK

S e c o n d E di t i o n

EDITED BY

John Hunsley and Eric J. Mash

1
 1
Oxford University Press is a department of the University of Oxford. It furthers
the University’s objective of excellence in research, scholarship, and education
by publishing worldwide. Oxford is a registered trade mark of Oxford University
Press in the UK and certain other countries.

Published in the United States of America by Oxford University Press

198 Madison Avenue, New York, NY 10016, United States of America.

© Oxford University Press 2018

First Edition published in 2008

All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
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rights organization. Inquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above.

You must not circulate this work in any other form

and you must impose this same condition on any acquirer.

CIP data is on file at the Library of Congress

ISBN 978–​0–​19–​049224–​3

1 3 5 7 9 8 6 4 2
Printed by Sheridan Books, Inc., United States of America
 Contents

Foreword to the First Edition Part II Attention-​Deficit and Disruptive

by Peter E. Nathan vii Behavior Disorders

Preface xi 4. Attention-​Deficit/​Hyperactivity Disorder 47

CHARLOTTE JOHNSTON
About the Editors xv SARA COLALILLO

Contributors xvii 5. Child and Adolescent Conduct Problems 71

PAUL J. FRICK
Part I Introduction ROBERT J. McMAHON

1. Developing Criteria for Evidence-​Based Part III Mood Disorders and Self-​Injury
Assessment: An Introduction to Assessments
That Work 3 6. Depression in Children and Adolescents 99
JOHN HUNSLEY LEA R. DOUGHERTY
ERIC J. MASH DANIEL N. KLEIN
THOMAS M. OLINO
2. Dissemination and Implementation of
Evidence-​Based Assessment 17 7. Adult Depression 131
AMANDA JENSEN-​DOSS JACQUELINE B. PERSONS
LUCIA M. WALSH DAVID M. FRESCO
VANESA MORA RINGLE JULIET SMALL ERNST

3. Advances in Evidence-​Based Assessment: 8. Depression in Late Life 152

AMY FISKE
Using Assessment to Improve Clinical ALISA O’RILEY HANNUM
Interventions and Outcomes 32
ERIC A. YOUNGSTROM
ANNA VAN METER 9. Bipolar Disorder 173
SHERI L. JOHNSON
CHRISTOPHER MILLER
LORI EISNER
vi Contents

10. Self-​Injurious Thoughts and Behaviors 193 Part VI Schizophrenia and Personality
ALEXANDER J. MILLNER Disorders
MATTHEW K. NOCK
20. Schizophrenia 435
Part IV Anxiety and Related Disorders SHIRLEY M. GLYNN
KIM T. MUESER
11. Anxiety Disorders in Children and
Adolescents 217 21. Personality Disorders 464
SIMON P. BYRNE STEPHANIE L. ROJAS
ELI R. LEBOWITZ THOMAS A. WIDIGER
THOMAS H. OLLENDICK
WENDY K. SILVERMAN Part VII Couple Distress and Sexual
Disorders
12. Specific Phobia and Social Anxiety
Disorder 242 22. Couple Distress 489
KAREN ROWA DOUGLAS K. SNYDER
RANDI E. MCCABE RICHARD E. HEYMAN
MARTIN M. ANTONY STEPHEN N. HAYNES
CHRISTINA BALDERRAMA-​DURBIN
13. Panic Disorder and Agoraphobia 266
AMY R. SEWART 23. Sexual Dysfunction 515
MICHELLE G. CRASKE NATALIE O. ROSEN
MARIA GLOWACKA
14. Generalized Anxiety Disorder 293 MARTA MEANA
MICHEL J. DUGAS YITZCHAK M. BINIK
CATHERINE A. CHARETTE
NICOLE J. GERVAIS Part VIII Health-​Related Problems

15. Obsessive–​Compulsive Disorder 311 24. Eating Disorders 541

SHANNON M. BLAKEY ROBYN SYSKO
JONATHAN S. ABRAMOWITZ SARA ALAVI

16. Post-​Traumatic Stress Disorder in Adults 329 25. Insomnia Disorder 563
SAMANTHA J. MOSHIER CHARLES M. MORIN
KELLY S. PARKER-​GUILBERT SIMON BEAULIEU-​BONNEAU
BRIAN P. MARX KRISTIN MAICH
TERENCE M. KEANE COLLEEN E. CARNEY

Part V Substance-​Related and Gambling 26. Child and Adolescent Pain 583
Disorders C. MEGHAN McMURTRY
PATRICK J. McGRATH
17. Substance Use Disorders 359
DAMARIS J. ROHSENOW 27. Chronic Pain in Adults 608
THOMAS HADJISTAVROPOULOS
18. Alcohol Use Disorder 381 NATASHA L. GALLANT
ANGELA M. HAENY MICHELLE M. GAGNON
CASSANDRA L. BONESS
YOANNA E. McDOWELL Assessment Instrument Index 629
KENNETH J. SHER
Author Index 639
19. Gambling Disorders 412 Subject Index 721
DAVID C. HODGINS
JENNIFER L. SWAN
RANDY STINCHFIELD
 Foreword to the First Edition
I believe A Guide to Assessments that Work is the right
book at the right time by the right editors and authors.
The mental health professions have been intensively
engaged for a decade and a half and more in establish-
ing empirically supported treatments. This effort has led
to the publication of evidence-​based treatment guidelines
by both the principal mental health professions, clinical
psychology (Chambless & Ollendick, 2001; Division 12
Task Force, 1995), and psychiatry (American Psychiatric
Association, 1993, 2006). A substantial number of books
and articles on evidence-​ based treatments have also
appeared. Notable among them is a series by Oxford
University Press, the publishers of A Guide to Assessments
that Work, which began with the first edition of A Guide
to Treatments that Work (Nathan & Gorman, 1998), now
in its third edition, and the series includes Psychotherapy
Relationships that Work (Norcross, 2002) and Principles
of Therapeutic Change that Work (Castonguay &
Beutler, 2006).
Now we have an entire volume given over to evidence-​
based assessment. It doesn’t appear de novo. Over the
past several years, its editors and like-​minded colleagues
tested and evaluated an extensive series of guidelines for
evidence-​based assessments for both adults and children
(e.g., Hunsley & Mash, 2005; Mash & Hunsley, 2005).
Many of this book’s chapter authors participated in these
efforts. It might well be said, then, that John Hunsley, Eric
Mash, and the chapter authors in A Guide to Assessments
that Work are the right editors and authors for this, the first
book to detail the assessment evidence base.
There is also much to admire within the pages of the
volume. Each chapter follows a common format pre-
scribed by the editors and designed, as they point out,
“to enhance the accessibility of the material presented
throughout the book.” First, the chapters are syndrome-​
focused, making it easy for clinicians who want help in
assessing their patients to refer to the appropriate chapter
or chapters. When they do so, they will find reviews of the
assessment literature for three distinct purposes: diagno-
sis, treatment planning, and treatment monitoring. Each
of these reviews is subjected to a rigorous rating system
that culminates in an overall evaluation of “the scientific
adequacy and clinical relevance of currently available
measures.” The chapters conclude with an overall assess-
ment of the limits of the assessments available for the syn-
drome in question, along with suggestions for future steps
to confront them. I believe it can well be said, then, that
this is the right book by the right editors and authors.
But is this the right time for this book? Evidence-​based
treatments have been a focus of intense professional atten-
tion for many years. Why wouldn’t the right time for this
book have been several years ago rather than now, to
coincide with the development of empirically supported
treatments? The answer, I think, reflects the surprisingly
brief history of the evidence-​based medical practice move-
ment. Despite lengthy concern for the efficacy of treat-
ments for mental disorders that dates back more than
50 years (e.g., Eysenck, 1952; Lambert & Bergin, 1994;
Luborsky, Singer, & Luborsky, 1976; Nathan, Stuart, &
Dolan, 2000), it took the appearance of a Journal of the
viii Foreword to the First Edition
American Mental Association article in the early 1990s
advocating evidence-​based medical practice over medi-
cine as an art to mobilize mental health professionals to
achieve the same goals for treatments for mental disor-
ders. The JAMA article “ignited a debate about power,
ethics, and responsibility in medicine that is now threat-
ening to radically change the experience of health care”
(Patterson, 2002). This effort resonated widely within the
mental health community, giving impetus to the efforts of
psychologists and psychiatrists to base treatment decisions
on valid empirical data.
Psychologists had long questioned the uncertain reli-
ability and utility of certain psychological tests, even
though psychological testing was what many psychologists
spent much of their time doing. At the same time, the
urgency of efforts to heighten the support base for valid
assessments was limited by continuing concerns over the
efficacy of psychotherapy, for which many assessments
were done. Not surprisingly, then, when empirical sup-
port for psychological treatments began to emerge in the
early and middle 1990s, professional and public support
for psychological intervention grew. In turn, as psycho-
therapy’s worth became more widely recognized, the
value of psychological assessments to help in the plan-
ning and evaluation of psychotherapy became increas-
ingly recognized. If my view of this history is on target, the
intense efforts that have culminated in this book could
not have begun until psychotherapy’s evidence base had
been established. That has happened only recently, after a
lengthy process, and that is why I claim that the right time
for this book is now.
Who will use this book? I hope it will become a favor-
ite text for graduate courses in assessment so that new
generations of graduate students and their teachers will
come to know which of the assessment procedures they
are learning and teaching have strong empirical support.
I also hope the book will become a resource for practitio-
ners, including those who may not be used to choosing
assessment instruments on the basis of evidence base. To
the extent that this book becomes as influential in clinical
psychology as I hope it does, it should help precipitate a
change in assessment test use patterns, with an increase in
the utilization of tests with strong empirical support and a
corresponding decrease in the use of tests without it. Even
now, there are clinicians who use assessment instruments
because they learned them in graduate school, rather than
because there is strong evidence that they work. Now, a
different and better standard is available.
I am pleased the editors of this book foresee it provid-
ing an impetus for research on assessment instruments
that currently lack empirical support. I agree. As with
a number of psychotherapy approaches, there remain a
number of understudied assessment instruments whose
evidence base is currently too thin for them to be con-
sidered empirically supported. Like the editors, I believe
we can anticipate enhanced efforts to establish the limits
of usefulness of assessment instruments that haven’t yet
been thoroughly explored. I also anticipate a good deal
of fruitful discussion in the professional literature—​and
likely additional research—​on the positions this book’s
editors and authors have taken on the assessment instru-
ments they have evaluated. I suspect their ratings for
“psychometric adequacy and clinical relevance” will be
extensively critiqued and scrutinized. While the resul-
tant dialogue might be energetic—​even indecorous on
occasion—​as has been the dialogue surrounding the evi-
dence base for some psychotherapies, I am hopeful it will
also lead to more helpful evaluations of test instruments.
Perhaps the most important empirical studies we might
ultimately anticipate would be research indicating which
assessment instruments lead both to valid diagnoses and
useful treatment planning for specific syndromes. A dis-
tant goal of syndromal diagnosis for psychopathology has
always been diagnoses that bespeak effective treatments. If
the system proposed in this volume leads to that desirable
outcome, we could all celebrate.
I congratulate John Hunsley and Eric Mash and their
colleagues for letting us have this eagerly anticipated
volume.
Peter E. Nathan
(1935–2016)
References
American Psychiatric Association. (1993). Practice guidelines
for the treatment of major depressive disorder in adults.
American Journal of Psychiatry, 150 (4 Supplement),
1–​26.
American Psychiatric Association. (2006). Practice guidelines
for the treatment of psychiatric disorders: Compendium,
2006. Washington, DC: Author.
Castonguay, L. G., & Beutler, L. E. (2006). Principles of thera-
peutic change that work. New York: Oxford University
Press.
Chambless, D. L., & Ollendick, T. H. (2001). Empirically
supported psychological interventions: Controversies
and evidence. In S. T. Fiske, D. L. Schacter, & C.
Zahn-​Waxler (Eds.), Annual review of psychology
(Vol. 52, pp. 685–​716). Palo Alto, CA: Annual Review.
Division 12 Task Force. (1995). Training in and dissemina-
tion of empirically-​validated psychological treatments:

Report and recommendations. The Clinical Psychologist,
48, 3–​23.
Eysenck, H. J. (1952). The effects of psychotherapy: An eval-
uation. Journal of Consulting Psychology, 16, 319–​324.
Hunsley, J., & Mash, E. J. (Eds.). (2005). Developing guide-
lines for the evidence-​based assessment (EBA) of adult dis-
orders (special section). Psychological Assessment, 17(3).
Lambert, M. J., & Bergin, A. E. (1994). The effectiveness
of psychotherapy. In S. L. Garfield & A. E. Bergin
(Eds.), Handbook of psychotherapy and behavior change
(4th ed., pp. 143–​189). New York: Wiley.
Luborsky, L., Singer, B., & Luborsky, L. (1976). Comparative
studies of psychotherapies: Is it true that “everybody has won
and all must have prizes?” In R. L. Spitzer & D. F. Klein
(Eds.), Evaluation of psychological therapies (pp. 3–​22).
Baltimore, MD: Johns Hopkins University Press.
Foreword to the First Edition ix
Mash, E. J., & Hunsley, J. (Eds.). (2005). Developing
guidelines for the evidence-​based assessment of child
and adolescent disorders (special section). Journal of
Clinical Child and Adolescent Psychology, 34(3).
Nathan, P. E., & Gorman, J. M. (1998, 2002, 2007). A guide
to treatments that work. New York: Oxford University
Press.
Nathan, P. E., Stuart, S. P., & Dolan, S. L. (2000). Research
on psychotherapy efficacy and effectiveness: Between
Scylla and Charybdis? Psychological Bulletin, 126,
964–​981.
Norcross, J. C. (Ed.). (2002). Psychotherapy relationships
that work: Therapist contributions and responsiveness to
patients. New York: Oxford University Press.
Patterson, K. (2002). What doctors don’t know (almost every-
thing). New York Times Magazine, May 5, 74–​77.
 Preface
BACKGROUND
Evidence-​based practice principles in health care systems
emphasize the importance of integrating information
drawn from systematically collected data, clinical exper-
tise, and patient preferences when considering health
care service options for patients (Institute of Medicine,
2001; Sackett, Rosenberg, Gray, Haynes, & Richardson,
1996). These principles are a driving force in most health
care systems and have been endorsed as a necessary foun-
dation for the provision of professional psychological ser-
vices (American Psychological Association Presidential
Task Force on Evidence-​Based Practice, 2006; Dozois
et al., 2014). As psychologists, it is difficult for us to imag-
ine how any type of health care service, including psycho-
logical services, can be provided to children, adolescents,
adults, couples, or families without using some type of
informal or formal assessment methods. Nevertheless,
until relatively recently, there was an almost exclusive
focus on issues related to developing, disseminating, and
providing evidence-​based interventions, with only cursory
acknowledgment of the role that evidence-​based assess-
ment (EBA) activities play in the promotion of evidence-​
based services.
Fortunately, much has changed with respect to EBA
since the publication of the first edition of this volume in
2008. A growing number of publications are now available
in the scientific literature that address the importance of
solid assessment instruments and methods. Special sec-
tions on EBA have been published in recent issues of top
clinical psychology journals (e.g., Arbisi & Beck, 2016;
Jensen-​Doss, 2015). The evidence base for the value of
monitoring treatment progress has increased substantially,
as have calls for the assessment of treatment progress to
become standard practice (e.g., Lambert, 2017). There
is also mounting evidence for assessment as a key com-
ponent for engaging clients in effective mental health
services (Becker, Boustani, Gellatly, & Chorpita, 2017).
Unfortunately, some long-​ standing problems evident
in the realm of psychological assessment remain. Many
researchers continue to ignore the importance of evaluat-
ing the reliability of the assessment data obtained from
their study participants (e.g., Vacha-​Haase & Thompson,
2011). Despite the demonstrated impact of treatment
monitoring, relatively few clinicians systematically and
routinely assess the treatment progress of their clients
(Ionita & Fitzpatrick, 2014), although it appears that stu-
dents in professional psychology programs are receiving
more training in these assessment procedures than was the
case in the past (e.g., Overington, Fitzpatrick, Hunsley,
& Drapeau, 2015). All in all, though, when viewed from
the vantage point of the early years of the 21st century, it
does seem that steady progress is being made with respect
to EBA.
As was the case with the first edition, the present vol-
ume was designed to complement the books published
by Oxford University Press that focus on bringing the best
of psychological science to bear on questions of clini-
cal importance. These volumes, A Guide to Treatments
that Work (Nathan & Gorman, 2015) and Psychotherapy
xii Preface

Relationships that Work (Norcross, 2011), address inter- to (a) understanding the patient’s or client’s needs and
vention issues; the present volume specifically addresses (b) accessing the scientific literature on evidence-​based
the role of assessment in providing evidence-​based ser- treatment options. We also recognize that many patients
vices. Our primary goal for the book was to have it address or clients will present with multiple problems; to that end,
the needs of professionals providing psychological services the reader will find frequent references within a chapter
and those training to provide such services. A secondary to the assessment of common co-​occurring problems that
goal was to provide guidance to researchers on scientifi- are addressed in other chapters in the volume. To be opti-
cally supported assessment tools that could be used for mally useful to potential readers, we have included chap-
both psychopathology research and treatment research ters that deal with the assessment of the most commonly
purposes. Relatedly, we hope that the summary tables pro- encountered disorders or conditions among children,
vided in each chapter will provide some inspiration for adolescents, adults, older adults, and couples.
assessment researchers to try to (a) develop instruments Ideally, we want readers to come away from each chap-
for specific assessment purposes and disorders for which, ter with a sense of the best scientific assessment options
currently, few good options exist and (b) expand our lim- that are clinically feasible and useful. To help accomplish
ited knowledge base on the clinical utility of our assess- this, we were extremely fortunate to be able to assemble a
ment instruments. stellar group of contributors for this volume. The authors
are all active contributors to the scientific literature on
assessment and share a commitment to the provision of
ORGANIZATION EBA and treatment services.
To enhance the accessibility of the material presented
All chapters and tables in the second edition have been throughout the book, we asked the authors, as much as pos-
revised and updated by our expert authors to reflect recent sible, to follow a common structure in writing their chap-
developments in the field, including the publication of ters. Without being a straitjacket, we expected the authors
the fifth edition of the Diagnostic and Statistical Manual to use these guidelines in a flexible manner that allowed for
of Mental Disorders (DSM-​ 5; American Psychiatric the best possible presentation of assessment work relevant
Association, 2013). For the most part, the general cover- to each disorder or clinical condition. The chapter format
age and organization of the first edition, which our read- generally used throughout the volume is as follows:
ers found useful, has been retained in the second edition. Introduction: A brief overview of the chapter content.
Consistent with a growing developmental psychopathol- Nature of the Disorder/​ Condition: This section
ogy perspective in the field, the scope of some chapters includes information on (a) general diagnostic consid-
has expanded in order to provide more coverage of assess- erations, such as prevalence, incidence, prognosis, and
ment issues across the lifespan (e.g., attention-​ deficit/​ common comorbid conditions; (b) evidence on etiology;
hyperactivity disorder in adults). The most important and (c) contextual information such as relational and
changes in organization involve the addition of two new social functioning and other associated features.
chapters, one dealing with the dissemination and imple- Purposes of Assessment: To make the book as clinically
mentation of EBA (Chapter 2) and the other dealing with relevant as possible, authors were asked to focus their
new developments in EBA (Chapter 3). The contents of review of the assessment literature to three specific assess-
these chapters highlight both the important contributions ment purposes: (a) diagnosis, (b) case conceptualization
that assessment can make to the provision of psychological and treatment planning, and (c) treatment monitoring
services and the challenges that mental health profession- and evaluation. We fully realize the clinical and research
als face in implementing cost-​effective and scientifically importance of other assessment purposes but, rather than
sound assessment strategies. attempting to provide a compendium of assessment mea-
Consistent with evidence-​ based psychology and sures and strategies, we wanted authors to target these
evidence-​based medicine, the majority of the chapters three key clinical assessment purposes. We also asked
in this volume are organized around specific disorders authors to consider ways in which age, gender, ethnicity,
or conditions. Although we recognize that some clients and other relevant characteristics may influence both the
do not have clearly defined or diagnosable problems, the assessment measures and the process of assessment for the
vast majority of people seeking psychological services disorder/​condition.
do have identifiable diagnoses or conditions. Accurately For each of the three main sections devoted to spe-
assessing these disorders and conditions is a prerequisite cific assessment purposes, authors were asked to focus on

assessment measures and strategies that either have demon-
strated their utility in clinical settings or have a substantial
likelihood of being clinically useful. Authors were encour-
aged to consider the full range of relevant assessment meth-
ods (interviews, self-​report, observation, performance tasks,
computer-​based methods, physiological, etc.), but both sci-
entific evidence and clinical feasibility were to be used to
guide decisions about methods to include.
Assessment for Diagnosis: This section deals with
assessment measures and strategies used specifically for
formulating a diagnosis. Authors were asked to focus
on best practices and were encouraged to comment on
important conceptual and practical issues in diagnosis
and differential diagnosis.
Assessment for Case Conceptualization and Treatment
Planning: This section presents assessment measures
and strategies used to augment diagnostic information
to yield a full psychological case conceptualization that
can be used to guide decisions on treatment planning.
Specifically, this section addresses the domains that the
research literature indicates should be covered in an EBA
to develop (a) a clinically meaningful and useful case con-
ceptualization and (b) a clinically sensitive and feasible
service/​treatment plan (which may or may not include
the involvement of other professionals).
Assessment for Treatment Monitoring and Treatment
Outcome: In this third section, assessment measures and
strategies were reviewed that can be used to (a) track the
progress of treatment and (b) evaluate the overall effect of
treatment on symptoms, diagnosis, and general function-
ing. Consistent with the underlying thrust of the volume,
the emphasis is on assessment options that have support-
ing empirical evidence.
Within each of the three assessment sections, standard
tables are used to provide summary information about
the psychometric characteristics of relevant instruments.
Rather than provide extensive psychometric details in
the text, authors were asked to use these rating tables to
convey information on the psychometric adequacy of
instruments. To enhance the utility of these tables, rather
than presenting lists of specific psychometric values for
each assessment tool, authors were asked to make global
ratings of the quality of the various psychometric indices
(e.g., norms, internal reliability, and construct validity)
as indicated by extant research. Details on the rating sys-
tem used by the authors are presented in the introductory
chapter. Our goal is to have these tables serve as valuable
summaries for readers. In addition, by using the tables to
present psychometric information, the authors were able
to focus their chapters on both conceptual and practical
Preface xiii
issues without having to make frequent detours to discuss
psychometrics.
At the conclusion of each of these three main sec-
tions there is a subsection titled Overall Evaluation that
includes concise summary statements about the scientific
adequacy and clinical relevance of currently available
measures. This is where authors comment on the avail-
ability (if any) of demonstrated scientific value of follow-
ing the assessment guidance they have provided.
Conclusions and Future Directions: This final section
in each chapter provides an overall sense of the scope
and adequacy of the assessment options available for the
disorder/​condition, the limitations associated with these
options, and possible future steps that could be taken to
remedy these limitations. Some authors also used this sec-
tion to raise issues related to the challenges involved in
trying to ensure that clinical decision-​making processes
underlying the assessment process (and not just the assess-
ment measures themselves) are scientifically sound.
ACKNOWLEDGMENTS
To begin with, we express our gratitude to the authors. They
diligently reviewed and summarized often-​ voluminous
assessment literatures and then presented this informa-
tion in a clinically informed and accessible manner. The
authors also worked hard to implement the guidelines we
provided for both chapter structure and the ratings of vari-
ous psychometric characteristics. Their efforts in construct-
ing their chapters are admirable, and the resulting chapters
consistently provide invaluable clinical guidance.
We also thank Sarah Harrington, Senior Editor for clini-
cal psychology at Oxford University Press, for her continued
interest in the topic and her ongoing support for the book.
We greatly appreciate her enthusiasm and her efficiency
throughout the process of developing and producing this
second edition. We are also indebted to Andrea Zekus,
Editor at Oxford University Press, who helped us with the
process of assembling the book from start to finish. Her assis-
tance with the myriad issues associated with the publication
process and her rapid response to queries was invaluable.
Finally, we thank all the colleagues and contributors
to the psychological assessment and measurement litera-
tures who, over the years, have shaped our thinking about
assessment issues. We are especially appreciative of the
input from those colleagues who have discussed with us
the host of problems, concerns, challenges, and promises
associated with efforts to promote greater awareness of the
need for EBA within professional psychology.
xiv Preface

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Canadian Psychology, 55, 187–​196.
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Jensen-​Doss, A. (2015). Practical, evidence-​ based clinical
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decision making: Introduction to the special series.
VA: American Psychiatric Publishing.
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Lambert, M. J. (2017). Maximizing psychotherapy outcome
Evidence-​Based Practice. (2006). Evidence-​based prac-
beyond evidence-​ based medicine. Psychotherapy and
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series “Empirically Supported Assessment.” Clinical
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University Press.
Becker, K. D., Boustani, M., Gellatly, R., & Chorpita, B. F.
Norcross, J. C. (Ed.). (2011). Psychotherapy relationships
(2017). Forty years of engagement research in children’s
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mental health services: Multidimensional measure-
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 About the Editors
John Hunsley, PhD, is Professor of Psychology in the
School of Psychology at the University of Ottawa and
is a Fellow of the Association of State and Provincial
Psychology Boards and the Canadian Psychological
Association. He has served as a journal editor, an edito-
rial board member for several journals, and an editorial
consultant for many journals in psychology. He has pub-
lished more than 130 articles, chapters, and books related
to evidence-​based psychological practice, psychological
assessment, and professional issues.
Eric J. Mash, PhD, is Professor Emeritus in the
Department of Psychology at the University of Calgary. He
is a Fellow of the American Psychological Association, the
Canadian Psychological Association, and the American
Psychological Society. He has served as an editor, edito-
rial board member, and consultant for many scientific
and professional journals and has written and edited many
books and journal articles related to child and adolescent
mental health, assessment, and treatment.
 Contributors
Jonathan S. Abramowitz, PhD: Department of
Psychology and Neuroscience, University of North
Carolina at Chapel Hill, Chapel Hill, North Carolina
Sara Alavi: Eating and Weight Disorders Program, Icahn
School of Medicine at Mt. Sinai, New York, New York
Martin M. Antony, PhD: Department of Psychology,
Ryerson University, Toronto, Ontario, Canada
Christina Balderrama-​Durbin, PhD: Department of
Psychology, Binghamton University—State University of
New York, Binghamton, New York
Simon Beaulieu-​Bonneau, PhD: École de psychologie,
Université Laval, Quebec City, Quebec, Canada
Yitzchak M. Binik, PhD: Department of Psychology,
McGill University, Montreal, Quebec, Canada
Shannon M. Blakey, MS: Department of Psychology and
Neuroscience, University of North Carolina at Chapel
Hill, Chapel Hill, North Carolina
Cassandra L. Boness, MA: Department of Psychological
Sciences, University of Missouri, Columbia, Missouri
Simon P. Byrne, PhD: Yale Child Study Center, Yale
School of Medicine, New Haven, Connecticut
Colleen E. Carney, PhD: Department of Psychology,
Ryerson University, Toronto, Ontario, Canada
Catherine A. Charette: Département de psychoé-
ducation et de psychologie, Université du Québec en
Outaouais, Gatineau, Quebec, Canada
Sara Colalillo, MA: Department of Psychology,
University of British Columbia, Vancouver, British
Columbia, Canada
Michelle G. Craske, PhD: Department of Psychology,
University of California at Los Angeles, Los Angeles,
California
Lea R. Dougherty, PhD: Department of Psychology,
University of Maryland, College Park, Maryland
Michel J. Dugas, PhD: Département de psychoéducation
et de psychologie, Université du Québec en Outaouais,
Gatineau, Québec, Canada
Lori Eisner, PhD: Needham Psychotherapy Associates,
LLC
xviii Contributors
Juliet Small Ernst: Cognitive Behavior Therapy and
Science Center, Oakland, California
Amy Fiske, PhD: Department of Psychology, West
Virginia University, Morgantown, West Virginia
David M. Fresco, PhD: Department of Psychological
Sciences, Kent State University, Kent, Ohio; Department
of Psychiatry, Case Western Reserve University School of
Medicine, Cleveland, Ohio
Paul J. Frick, PhD: Department of Psychology, Louisiana
State University, Baton Rouge, Louisiana; Learning
Sciences Institute of Australia; Australian Catholic
University; Brisbane, Australia
Michelle M. Gagnon, PhD: Department of
Psychology, University of Saskatchewan, Saskatoon,
Saskatchewan, Canada
Natasha L. Gallant, MA: Department of Psychology,
University of Regina, Regina, Saskatchewan, Canada
Nicole J. Gervais, PhD: Department of Psychology,
University of Toronto, Toronto, Ontario, Canada
Maria Glowacka: Department of Psychology and
Neuroscience, Dalhousie University, Halifax, Nova
Scotia, Canada
Shirley M. Glynn, PhD: VA Greater Los Angeles
Healthcare System and UCLA Department of Psychiatry
and Biobehavioral Sciences, David Geffen School of
Medicine, Los Angeles, California
Thomas Hadjistavropoulos, PhD: Department of
Psychology, University of Regina, Regina, Saskatchewan,
Canada
Angela M. Haeny, MA: Department of Psychological
Sciences, University of Missouri, Columbia, Missouri
Alisa O’Riley Hannum, PhD, ABPP: VA Eastern
Colorado Healthcare System, Denver, Colorado
Stephen N. Haynes, PhD: Department of Psychology,
University of Hawai’i at Mānoa, Honolulu, Hawaii
Richard E. Heyman, PhD: Family Translational Research
Group, New York University, New York, New York
David C. Hodgins, PhD: Department of Psychology,
University of Calgary, Calgary, Alberta, Canada
John Hunsley, PhD: School of Psychology, University of
Ottawa, Ottawa, Ontario, Canada
Amanda Jensen-​Doss, PhD: Department of Psychology,
University of Miami, Coral Gables, Florida
Sheri L. Johnson, PhD: Department of Psychology,
University of California Berkeley, Berkeley, California
Charlotte Johnston, PhD: Department of Psychology,
University of British Columbia, Vancouver, British
Columbia, Canada
Terence M. Keane, PhD: VA Boston Healthcare System,
National Center for Posttraumatic Stress Disorder, and
Boston University School of Medicine, Boston, Massachusetts
Daniel N. Klein, PhD: Department of Psychology, Stony
Brook University, Stony Brook, New York
Eli R. Lebowitz, PhD: Yale Child Study Center, Yale
School of Medicine, New Haven, Connecticut
Kristin Maich, MA: Department of Psychology, Ryerson
University, Toronto, Ontario, Canada
Brian P. Marx, PhD: VA Boston Healthcare System,
National Center for Posttraumatic Stress Disorder,
and Boston University School of Medicine, Boston,
Massachusetts
Eric J. Mash, PhD: Department of Psychology, University
of Calgary, Calgary, Alberta, Canada
Randi E. McCabe, PhD: Anxiety Treatment and
Research Clinic, St. Joseph’s Healthcare, Hamilton, and
Department of Psychiatry and Behavioral Neurosciences,
McMaster University, Hamilton, Ontario, Canada
Yoanna E. McDowell, MA: Department of Psychological
Sciences, University of Missouri, Columbia, Missouri

Patrick J. McGrath, PhD: Centre for Pediatric
Pain Research, IWK Health Centre; Departments
of Psychiatry, Pediatrics and Community Health &
Epidemiology, Dalhousie University; Halifax, Nova
Scotia, Canada
Robert J. McMahon, PhD: Department of
Psychology, Simon Fraser University, Burnaby, British
Columbia, Canada; BC Children’s Hospital Research
Institute, Vancouver, British Columbia, Canada
C. Meghan McMurtry, PhD: Department of Psychology,
University of Guelph, Guelph; Pediatric Chronic Pain
Program, McMaster Children’s Hospital, Hamilton;
Department of Paediatrics, Schulich School of Medicine
& Dentistry, Western University, London; Ontario,
Canada
Marta Meana, PhD: Department of Psychology,
University of Nevada Las Vegas, Las Vegas, Nevada
Christopher Miller, PhD: VA Boston Healthcare System,
Center for Healthcare Organization and Implementation
Research, and Harvard Medical School Department of
Psychiatry, Boston, Massachusetts
Alexander J. Millner, PhD: Department of Psychology,
Harvard University, Cambridge, Massachusetts
Charles M. Morin, PhD: École de psychologie,
Université Laval, Quebec City, Quebec, Canada
Samantha J. Moshier, PhD: VA Boston Healthcare
System and Boston University School of Medicine,
Boston, Massachusetts
Kim T. Mueser, PhD: Center for Psychiatric
Rehabilitation and Departments of Occupational
Therapy, Psychological and Brain Sciences, and
Psychiatry, Boston University, Boston, Massachusetts
Matthew K. Nock, PhD: Department of Psychology,
Harvard University, Cambridge, Massachusetts
Thomas M. Olino, PhD: Department of Psychology,
Temple University, Philadelphia, Pennsylvania
Contributors xix
Thomas H. Ollendick, PhD: Department of Psychology,
Virginia Polytechnic Institute and State University,
Blacksburg, Virginia
Kelly S. Parker-​Guilbert, PhD: Psychology Department,
Bowdoin College, Brunswick, ME and VA Boston
Healthcare System, Boston, Massachusetts
Jacqueline B. Persons, PhD: Cognitive Behavior
Therapy and Science Center, Oakland, California and
Department of Psychology, University of California
at Berkeley, Berkeley, California
Vanesa Mora Ringle: Department of Psychology,
University of Miami, Coral Gables, Florida
Damaris J. Rohsenow, PhD: Center for Alcohol and
Addiction Studies, Brown University, Providence, Rhode
Island
Stephanie L. Rojas, MA: Department of Psychology,
University of Kentucky, Lexington, Kentucky
Natalie O. Rosen, PhD: Department of Psychology and
Neuroscience, Dalhousie University, Halifax, Nova Scotia,
Canada
Karen Rowa, PhD: Anxiety Treatment and Research
Clinic, St. Joseph’s Healthcare, Hamilton, and
Department of Psychiatry and Behavioral Neurosciences,
McMaster University, Hamilton, Ontario, Canada
Amy R. Sewart, MA: Department of Psychology, University
of California Los Angeles, Los Angeles, California
Kenneth J. Sher, PhD: Department of Psychological
Sciences, University of Missouri, Columbia, Missouri
Wendy K. Silverman, PhD: Yale Child Study Center,
Yale School of Medicine, New Haven, Connecticut
Douglas K. Snyder, PhD: Department of Psychology,
Texas A&M University, College Station, Texas
Randy Stinchfield, PhD: Department of Psychiatry,
University of Minnesota, Minneapolis, Minnesota
Another random document with
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 Although no one could be surprised that the President and his
Cabinet hesitated to put themselves without reserve in the hands of
an adventurer, Eaton’s anger was extreme at finding the
Government earnest for peace rather than war. Himself a
Connecticut Federalist, a close friend of Timothy Pickering, he
expressed his feelings in his private letters with the bitterness as well
as with the humor of his class.[314]
“I waited on the President and the Attorney-General. One of them
was civil, and the other grave.... I endeavored to enforce conviction on
the mind of Mr. Lincoln of the necessity of meeting the aggressions of
Barbary by retaliation. He waived the subject, and amused me with
predictions of a political millennium which was about to happen in the
United States. The millennium was to usher in upon us as the
irresistible consequence of the goodness of heart, integrity of mind,
and correctness of disposition of Mr. Jefferson. All nations, even
pirates and savages, were to be moved by the influence of his
persuasive virtue and masterly skill in diplomacy.”
Eaton’s interviews probably took place at the moment when the
Louisiana treaty confirmed the Cabinet in its peace policy and in
reliance on diplomacy. In March, 1804, Eaton succeeded in returning
to the Mediterranean as naval agent, but without special powers for
the purpose he had in mind.
“The President becomes reserved; the Secretary of War ‘believes
we had better pay tribute,’—he said this to me in his own office.
Gallatin, like a cowardly Jew, shrinks behind the counter. Mr. Madison
‘leaves everything to the Secretary of the Navy Department.’ And I am
ordered on the expedition by Secretary Smith,—who, by the by, is as
much of a gentleman and a soldier as his relation with the
Administration will suffer,—without any special instructions to regulate
my conduct.”
With no other authority to act as a military officer than a vague
recommendation from the President as a man who was likely to be
extremely useful to Barron, Eaton returned with Barron’s large
squadron. He felt himself ill-treated, for he was irritable and self-
asserting by nature, and was haunted by a fixed idea too
unreasonable for the President to adopt; but he chose to act without
authority rather than not act at all, for he was born an adventurer,
and difficulties which seemed to cooler heads insurmountable were
nothing in his eyes. Sept. 5, 1804, he arrived at Malta, and thence
sailed to Alexandria; for in the meanwhile Hamet had been driven to
take refuge in Egypt, and Eaton on reaching Cairo, Dec. 8, 1804,
found that the object of his search was shut up in Minyeh on the Nile
with some rebellious Mamelukes, besieged by the viceroy’s troops.
After infinite exertions and at no little personal danger, Eaton brought
Hamet to Alexandria, where they collected some five hundred men,
of whom one hundred were Christians recruited on the spot. Eaton
made a convention with Hamet, arranged a plan of joint operations
with Barron, and then at about the time when President Jefferson
was delivering his second Inaugural Address, the navy agent led his
little army into the desert with the courage of Alexander the Great, to
conquer an African kingdom.
So motley a horde of Americans, Greeks, Tripolitans, and Arab
camel-drivers had never before been seen on the soil of Egypt.
Without discipline, cohesion, or sources of supply, even without
water for days, their march of five hundred miles was a sort of
miracle. Eaton’s indomitable obstinacy barely escaped ending in his
massacre by the Arabs, or by their desertion in a mass with Hamet at
their head; yet in about six weeks they succeeded, April 17, 1805, in
reaching Bomba, where to Eaton’s consternation and despair he
found no American ships.[315]
“Nothing could prevail on our Arabs to believe that any had been
there. They abused us as impostors and infidels, and said we had
drawn them into that situation with treacherous views. All began now
to think of the means of individual safety; and the Arabs came to a
resolution to separate from us the next morning. I recommended an
attempt to get into Derne. This was thought impracticable. I went off
with my Christians, and kept up fires upon a high mountain in our rear
all night. At eight the next morning, at the instant when our camp was
about breaking up, the Pacha’s casnadar, Zaid, who had ascended
the mountain for a last look-out, discovered a sail! It was the ‘Argus;’
Captain Hull had seen our smokes, and stood in. Language is too
poor to paint the joy and exultation which this messenger of life
excited in every breast.”
 Drawing supplies from the brig the little army rested a few days;
and then, April 25, moved against Derne, where they found the town
held by a garrison of eight hundred men who had thrown up
earthworks and loopholed the terraces and houses for musketry.
Eaton sent to the governor a flag of truce, which was sent back with
the Eastern message,—“My head, or yours!” Three cruisers, the
“Nautilus,” “Argus,” and “Hornet,” acted in concert with Eaton, and a
vigorous combined attack, April 27, drove the governor and his
garrison from the town. Eaton received a ball through the left wrist,
but could not afford to be disabled, for on the news of his arrival a
large force was sent from Tripoli to dislodge him; and he was obliged
to fight another little battle, May 13, which would have been a
massacre had not the ships’ guns held the Tripolitans in awe.
Skirmishing continued another month without further results. Eaton
had not the force to advance upon Tripoli, which was nearly seven
hundred miles to the westward, and Hamet found no such popular
support at Derne as he had hoped.
What influence Eaton’s success at Derne had on the Pacha at
Tripoli was never perfectly understood; but the Pacha knew that
Rodgers was making ready for an assault, beside which the hottest
of Preble’s bombardments would seem gentle; Eaton at Derne with
Hamet was an incessant and indefinite threat; his own subjects were
suffering, and might at any moment break into violence; a change of
ruler was so common a matter, as Yusuf had reason to remember,
that in the alternative of losing his throne and head in one way or the
other, he decided that peace was less hazardous than war.
Immediately upon hearing that his troops had failed to retake Derne,
he entered into negotiations with Tobias Lear, the American Consul-
General at Algiers, who had come to Tripoli for the purpose; and on
this occasion the Pacha negotiated with all the rapidity that could be
wished. June 3, 1805, he submitted to the disgrace of making peace
without being expressly paid for it, and Lear on his side consented to
ransom the crew of the “Philadelphia” for sixty thousand dollars.
When Eaton learned what Lear had done, his anger was great
and not unreasonable. That Lear should have made a treaty which
sacrificed Eaton’s Mahometan allies, and paid sixty thousand dollars
for the imprisoned seamen at a moment when Eaton held Derne,
and could, as he thought, with two hundred marines on shore and an
immense fleet at sea drive the Pacha out of his dominions within six
weeks, was astonishing. Lear’s only excuse was the fear of causing
a massacre of the “Philadelphia’s” crew,—a reason which Eaton
thought unfounded and insufficient, and which was certainly, from a
military point of view, inadmissible. The treaty left the Mahometan
allies at Derne to be massacred, and threw Hamet on Eaton’s hands.
Deposited at Syracuse with a suite of thirty persons without means
of support, Caramelli became a suppliant for alms to the United
States Congress. Eaton declared the treaty disgraceful, and
thenceforth his grievances against the government took an acute
form. The settlement of his accounts was slow and difficult. He
returned to America and received great attentions, which made him
none the less loud in complaint, until at last he died in 1811 a victim
to drink and to craving for excitement. Eaton was beyond question a
man of extraordinary energies and genius; he had even the rare
courage to displease his own Federalist friends in 1807, because of
defending Jefferson who had done nothing for him, but who at a
critical moment represented in his eyes the Union.
Meanwhile peace with Tripoli was obtained without tribute, but at
the cost of sixty thousand dollars, and at the expense of Eaton and
his desperate band of followers at Derne. Hamet Caramelli received
at last a small sum of money from Congress, and through American
influence was some years afterward made governor of Derne. Thus
after four years of unceasing effort the episode of the Tripolitan war
came to a triumphant end. Its chief result was to improve the navy
and give it a firmer hold on popular sympathy. If the once famous
battles of Truxton and the older seamen were ignored by the
Republicans, Preble and Rodgers, Decatur and Hull, became brilliant
names; the midnight death of Somers was told in every farmhouse;
the hand-to-hand struggles of Decatur against thrice his numbers
inflamed the imagination of school-boys who had never heard that
Jefferson and his party once declaimed against a navy. Even the
blindest could see that one more step would bring the people to the
point so much dreaded by Jefferson, of wishing to match their forty-
fours against some enemy better worthy of their powers than the
pirates of Tripoli.
There was strong reason to think that this wish might soon be
gratified; for on the same day when Lear, in the “Essex,” appeared
off Tripoli and began his negotiation for peace, Monroe’s travelling-
carriage rumbled through the gates of Madrid and began its dusty
journey across the plains of Castile, bearing an angry and
disappointed diplomatist from one humiliation to another.
 INDEX TO VOLS. I. AND II.
Abolition Society, an early, i. 128.
Acts of Congress, of Sept. 24, 1789, to establish the Judiciary, i,
259, 260, 275, 276;
of June 13, 1798, to suspend intercourse with France, 383;
of June 25, 1798, concerning aliens, 140, 141, 206, 207, 259,
286;
of July 14, 1798, concerning sedition, 140, 141, 206, 207,
259, 261, 286;
of Feb. 9, 1799, further to suspend intercourse with France,
384;
of Feb. 13, 1801, to provide for the more convenient
organization of the courts, 274–276, 278, 280, 288, 293,
297;
of Jan. 14, 1802, for the apportionment of representatives,
301;
of March 8, 1802, to repeal the Judiciary Act of 1801, 280,
281, 284–298;
of March 16, 1802, fixing the military peace establishment,
301;
of April 6, 1802, to repeal the internal taxes, 272;
of April 29, 1802, for the redemption of the public debt, 272;
of April 29, 1802, to amend the judicial system, 298;
of April 30, 1802, to enable Ohio to form a State government,
302;
of Feb. 28, 1803, for building four sloops-of-war and fifteen
gunboats, ii. 77;
of Oct. 31, 1803, to take possession of Louisiana, 119, 120;
of Feb. 24, 1804, for collecting duties within the territories
ceded to the United States, 257, 260–263, 291, 293, 304,
380;
of March 25, 1804, to establish the Mediterranean Fund, 141;
of March 26, 1804, for the temporary government of
Louisiana, 120–129;
of Jan. 19, 1805, to erect a dam from Mason’s island, 209;
 of March 2, 1805, further providing for the government of
Orleans Territory, 401;
of March 3, 1805, for the more effectual preservation of peace
in the ports and harbors of the United States, 397, 398.
Acts of Parliament, on navigation, ii. 319, 320, 327;
on naturalization, 338, 413, 414;
on merchant-shipping, 345.
Adams, John Quincy, senator from Massachusetts, ii. 110, 117,
184, 379;
proposes draft of Constitutional amendment, 118, 160, 164.
Addington ministry, ii. 358, 416.
Addington, Henry (Lord Sidmouth), succeeds Pitt, ii. 342, 347;
retires from office, 418.
Addison, Judge, impeached, ii. 195.
Admiralty courts in the West Indies, ii. 340.
Albany in 1800, i. 3.
Alien and sedition laws, i. 140, 206, 259.
(See Acts of Congress.)
Allston, Washington, i. 149.
Alquier, French minister at Madrid, i. 363, 368.
Alsop, Richard, i. 102.
Amendment to the Constitution, the twelfth, ii. 132.
“American Citizen,” the, i. 331.
Ames, Fisher, i. 82, 83;
his opinion of democracy, 84;
in conversation, 86;
speech of, on the British treaty, 88, 93;
his language toward opponents, 119; ii. 164.
Amiens, peace of, i. 370; ii. 59, 290, 326, 347, 385.
(See Treaties.)
Amusements in 1800, in New England, i. 50;
in Virginia, 51.
Anderson, Joseph, senator from Tennessee, ii. 157.
“Aristides.” Pamphlet by W. P. Van Ness, ii. 73, 172.
Armstrong, General John, senator from New York, i. 108, 113,
230, 234, 281; ii. 157;
succeeds Livingston at Paris, 291, 308.
Army, chaste reformation of, i. 238;
peace establishment in 1801, 242, 261, 272, 301.
Ashe, an English traveller, i. 43, 52, 53, 54.
Astor, John Jacob, i. 28.
“Aurora” newspaper, i. 118, 121.

Bailey, Theodorus, i. 231, 266, 296.

Bainbridge, Captain, ii. 137, 426.
Baldwin, Abraham, senator from Georgia, i. 305.
Ballston Spa, i. 92.
Baltimore in 1800, i. 29, 131.
Banks, in Boston in 1800, i. 22;
in New York, 25;
in the South, 31;
hostility to, 65.
Baptists in New England, i. 89.
Barbary Powers, war with the, i. 244 et seq.; ii. 425 et seq.
Baring, Alexander, ii. 358.
Barlow, Joel, i. 69, 99;
his “Columbiad,” 103 et seq., 106, 182.
Barron, Commodore Samuel, at Tripoli, ii. 428;
yields the command to Rodgers, 429.
Bartram, William, i. 124.
Bayard, James A., member of Congress from Delaware, i. 269,
271;
his reply to Giles, 291 et seq.;
beaten by Cæsar A. Rodney, retires to the Senate, ii. 76;
re-elected to the House, 201;
moves the form of question in the Chase impeachment, 237,
241.
Beaujour, Felix de, quoted, i. 46, 165.
Belknap, Jeremy, i. 93.
Bernadotte, General, appointed minister at Washington, ii. 10;
Talleyrand’s instructions to, 11.
Berthier, General, Napoleon’s agent for the retrocession of
Louisiana, i. 366.
Beurnonville, French ambassador at Madrid, ii. 59, 277.
Bishop, Abraham, collector of New Haven, i. 226.
Blockade, law of, ii. 385;
of Martinique and Guadeloupe, 381;
of New York, 396.
Bonaparte. (See Napoleon.)
Bonaparte, Jerome, his marriage to Miss Patterson and his
reception by the President, ii. 377 et seq.
Bonaparte, Joseph, negotiates treaty of Morfontaine, i. 360, 362;
scene of, with Napoleon, ii. 35 et seq.
Bonaparte, Lucien, appointed ambassador at Madrid, i. 371,
373;
opposes the cession of Louisiana, ii. 34;
scene of, with Napoleon, 35 et seq.
Boston, population and appearance of, in 1800, i. 20;
business, 21;
an intellectual centre in 1800, 75;
sentiment of, 87;
social customs of, in 1800, 91;
a summer watering-place, 92.
Bowditch, Nathaniel, i. 93.
Boyle, John, ii. 228.
Brackenridge, H. H., author of “Modern Chivalry,” i. 124; ii. 195.
Bradley, Captain, of the “Cambrian,” ii. 393, 396.
Bradley, Stephen R., senator from Vermont, ii. 157, 218, 238,
259.
Breckenridge, John, senator from Kentucky, i. 269;
moves the repeal of the Judiciary Act, 278, 280; ii. 85, 94;
on the admission of Louisiana to the Union, 108;
his bill for the territorial government of Louisiana, 120.
British claims, ii. 339.
Brown, Charles Brockden, i. 123.
Brown, James, secretary of the Louisiana Territory, ii. 220.
Bryant, William Cullen, i. 110, 133.
Buckminster, Joseph, i. 81.
Buckminster, Joseph Stevens, i. 90, 162.
Bülow, Heinrich Wilhelm, i. 41, 48.
Burr, Aaron, Vice-President, i. 65, 93, 109, 112;
 his character, 195;
centre of intrigue, 229 et seq.;
his hatred of Virginia, 279;
his toast at the Federalist dinner, 282;
attacked by the “American Citizen” and “Aurora,” 283; ii. 154;
invoked by Pickering and Griswold, 171;
his defence by “Aristides,” 172;
his interview with Jefferson, 175;
nominated for governor of New York, 177;
confers with Griswold, 183;
defeated, 185;
his hostility to Hamilton, 185;
his duel with Hamilton, 187 et seq.;
presides at the Chase impeachment, 227, 238, 368;
communicates with Merry, 395;
his plan of creating a western confederacy, 402;
asks the aid of the British government, 403;
Turreau’s opinion of, 407;
his plan, 408.
Butler, Pierce, ii. 95.

Cabot, George, his opinion of democracy, i. 84, 86 et seq.;

letter of, opposing Pickering’s scheme, ii. 164;
inclines to Burr, 182.
Calhoun, John C., i. 154.
Callender, James T., his libels on Jefferson, i. 322 et seq.
Calvinism, popular reaction against, in New England, i. 82.
Campbell, George W., member of Congress from Tennessee, ii.
123;
impeachment of Judge Chase, 224, 228, 230.
Campbell, Justice, on the Louisiana case, ii. 127.
Campbell, Thomas, borrows from Freneau, i. 126.
Canals in 1800, i. 8–10, 26, 29, 38, 94.
Canning, George, rise of, ii. 417.
“Canons of Etiquette,” the, ii. 365.
Capitol at Washington in 1800, i. 30, 198;
designed by Dr. Thornton, 111.
Caramelli, Hamet, ii. 430, 436.
Cevallos, Don Pedro de, i. 371; ii. 23;
remonstrates against the sale of Louisiana, 58;
refuses to pay for French spoliations, 276, 279;
his conditions on ratification of Spanish claims convention,
280;
his comments on the Americans, 282, 283;
alarmed, 284;
complains of Pinckney’s conduct, 294.
Channing, William Ellery, i. 90;
his impressions of Virginia manners, 132, 171.
Charles IV. of Spain, his character, i. 341;
refuses papal territory, 354;
his delight at the offer of Tuscany, 369;
refuses to sell Florida, 401;
delivers Louisiana to Napoleon, 401;
distressed by Napoleon, ii. 56;
his demands on Napoleon, 59;
withdraws protest against the sale of Louisiana, 277;
declares war on England, 309.
Charleston, S. C., in 1800, i. 37 et seq., 92, 149.
Chase, Justice Samuel, his charge to the Baltimore grand jury,
ii. 147;
his impeachment, 149 et seq., 158;
scene of impeachment, 227;
his counsel, 229;
the managers of his impeachment, 229;
articles of impeachment, 229;
the trial, 230 et seq.;
votes on the articles, 238;
his acquittal, 239.
Chauncey, Isaac, at Tripoli, ii. 428.
Cheetham, editor of the “American Citizen and Watchtower,” i.
121;
attacks Burr, 331.
Chillicothe in 1800, i. 2.
Christophe, i. 416.
Cincinnati in 1800, i. 2.
Claiborne, William Charles Cole, appointed governor of
Mississippi Territory, i. 295, 403;
receives possession of Louisiana, ii. 256;
governor of Orleans Territory, 400.
Claims, American, on France. (See French spoliations.)
Claims, American, on Spain. (See Pinckney.)
Clark, Christopher, ii. 228.
Clay, Henry, i. 133.
Cleveland in 1800, i. 3.
Clifton, William, i. 98.
Clinton, De Witt, i. 112, 228, 233;
resigns his senatorship to become mayor of New York, 266,
281;
attacks Burr through Cheetham, 331;
his duel with Swartwout, 332; ii. 206.
Clinton, George, i. 114;
governor of New York, 228; ii. 173;
nominated for Vice-President, 180.
Cobbett, William, i. 46;
in Philadelphia, 118.
Cocke, William, senator from Tennessee, ii. 113;
censures Randolph, 240.
Coleman, William, editor of the New York “Evening Post,” i. 119.
Colonial System of the European Powers, ii. 323.
Colonial trade, ii. 319, 322, 327–329;
direct and indirect, 324, 325;
West Indian, value of, 331, 332.
Columbia College, i. 101.
“Columbiad,” the, of Joel Barlow, i. 103 et seq.
Commerce, foreign and domestic, in 1800, i. 5, 14.
Congregational clergy, i. 79.
Congress, the Seventh, first session of, i. 264–307;
second session, 427–433; ii. 74–77;
the Eighth, first session of, 92, 96–159;
second session, 206–242, 396.
(See Acts of Congress.)
Connecticut, i. 105.
“Constitution,” the, ii. 426.
Cooper, Dr. Charles D., ii. 178;
letter, 186.
Cooper, James Fenimore, i. 110;
quotation from “Chainbearer,” 43.

Dallas, Alexander James, i. 127, 281; ii. 198;

letter of, to Gallatin, 198.
Dana, Samuel, member of Congress from Connecticut, i. 269,
271.
Davis, John, an English traveller, i. 122;
his account of Jefferson’s inauguration, 197.
Davis, Matthew L., i. 231 et seq., 296.
Dayton, Jonathan, senator from New Jersey, i. 280; ii. 105.
Dearborn, Henry, appointed Secretary of War, i. 219; ii. 2, 431.
Debt, public. (See Finances.)
Decatur, James, killed at Tripoli, ii. 427.
Decatur, Stephen, burns the “Philadelphia,” ii. 139;
at Tripoli, 427.
Decrès, Napoleon’s Minister of Marine, instructions of, to
Richepanse and Leclerc, re-establishing slavery, i. 397;
defining the boundaries of Louisiana and its administration, ii.
5.
Democrats, denounced by New England clergy, i. 79 et seq.;
social inferiority, 92;
the Northern, 264.
Dennie, Joseph, on democracy, i. 85;
editor of the “Portfolio,” 119, 121.
Deposit at New Orleans, the right of, granted by treaty, i. 349;
taken away, 418;
restored, ii. 3.
Derbigny, Pierre, ii. 401, 406, 408.
Desertion of British Seamen, ii. 333–335, 345, 346, 392.
Dessalines, i. 416.
Destréhan, Jean Noel, ii. 401, 406.
Dexter, Samuel, i. 93, 192, 219.
Dickens, Charles, i. 56.
“Diomed,” stallion, i. 51.
Drayton, Governor, of South Carolina, i. 151.
Dry-dock, Jefferson’s plan of, i. 428; ii. 77.
Duane, William, editor of the “Aurora,” i. 118;
his influence in Pennsylvania, ii. 194.
Duponceau, Peter S., i. 127; ii. 259.
Dupont de Nemours, commissioned by Jefferson to treat
unofficially with Bonaparte, i. 411;
letter to, ii. 254.
Dwight, Theodore, i. 101;
his attack on democracy, 225.
Dwight, President Timothy, quoted, i. 21, 23;
his travels, 41;
describes popular amusements, 49, 56;
lack of roads in Rhode Island, 64;
his poem, “The Conquest of Canaan” cited, 96 et seq.;
his “Greenfield Hill,” 98;
value of his Travels, 100, 310.

Early, Peter, member of Congress from Georgia, ii. 228, 230.

Eaton, William, his character and career, ii. 429 et seq.;
his interviews with Jefferson and the Cabinet, 430;
attacks Derne, 433.
Education in New England, i. 76, 77;
in New York, 110;
in New Jersey and Pennsylvania, 129;
in Virginia, 136.
Election of 1800, i. 152, 163;
of 1801, 294; ii. 202;
of 1802, 308, 329, 330;
of 1803, 76;
of 1804, 163, 176, 185, 197, 201, 202, 204.
Embargo imposed by Washington, ii. 323.
Emerson, Ralph Waldo, i. 171.
“Emmanuel,” case of, ii. 327.
England, colonial policy of, ii. 317;
 cordiality with, 347;
change of tone toward, 356, 387.
“Enterprise,” United States schooner, captures Tripolitan corsair,
i. 245.
Eppes, John W., member of Congress from Virginia, ii. 95.
Erie Canal, the, i. 112.
Essex Junto, the, i. 89, 314.
Etiquette at Washington, ii. 362 et seq., 380.
Eustis, Dr. William, member of Congress from Boston, i. 93,
281.
Evans, Oliver, his inventions, i. 68, 71, 182.
“Evening Post,” the New York, i. 119, 120; ii. 366.
“Experiment,” sloop, i. 6.

Federalists. (See Party.)

Fight, the “rough-and-tumble,” in the South, i. 52 et seq.
Finances in 1801, i. 239 et seq., 253, 270, 272;
in 1802, ii. 75, 77;
in 1803, 135, 136, 141;
in 1804, 206.
Fitch, John, his inventions, i. 66 et seq., 181.
Florida restored by England to Spain, i. 353;
Bonaparte’s demand for, refused by Charles IV., 369;
Bonaparte’s attempts to secure, 401;
Livingston’s attempt to secure, ii. 44.
Florida, West, ii. 7;
claimed by Livingston as part of the Louisiana purchase, 68;
Jefferson’s anxiety to secure, 245;
scheme for seizing, 255;
claim to, 273, 311, 312;
claim adopted by the President, 302.
Foster, Augustus, his description of Jefferson, i. 186;
of Madison, 190.
Fox, Charles James, ii. 418.
Franklin, Benjamin, i. 60 et seq., 181;
citation from Poor Richard, 44.
French Revolution, i. 82.
French spoliations, i. 350, 361-363; ii. 30, 31, 40–42, 46–50, 61.
Freneau, Philip, i. 125.
Frere, John Hookham, i. 402.
Fugitive-Slave Bill, i. 300.
Fulton, Robert, i. 69, 71, 182.

Gaillard, John, senator from South Carolina, ii. 238.

Gallatin, Albert, his opinion of the Connecticut River district, i.
19;
on Indian corn, 58;
his political doctrines, 72, 115 et seq., 163, 177;
personal characteristics of, 190;
appointed Secretary of the Treasury, 218;
supports M. L. Davis, 232;
opposes removals from office, 235; ii. 194;
his financial measures, i. 239;
his financial schemes adopted, 272;
inserts school and road contract into the Ohio Constitution,
302;
the Yazoo sale, 304;
underestimates the product of the taxes, ii. 75;
his opinion on the acquisition of territory, 79, 131;
success of the Treasury Department under, 135;
asks Congress for a special tax for the Barbary war, 141, 261;
attacked by Duane, 194, 196;
by Eaton, 431.
Gelston, Daniel, i. 231.
George III., character of, i. 342.
Georgia, state of, in 1800, i. 4, 39;
surrenders territory to the United States, 303;
land speculation in, 303;
Rescinding Act, 304.
Gerry, Elbridge, i. 358.
Giles, William B., member of Congress from Virginia, i. 209,
261, 267;
his political career, 284 et seq.;
debate on the Judiciary Bill, 286 et seq., 299; ii. 142;
 supports the impeachment of Judge Chase, 221;
his view of impeachment, 223, 235, 237, 238, 241.
Goddard, Calvin, member of Congress from Connecticut, ii. 160.
Godoy, Don Manuel, Prince of Peace, i. 346 et seq.;
treaty of 1795 negotiated by, 348, 369, 371;
baffles Bonaparte, 374;
attempts to conciliate the United States, ii. 21;
protests against the sale of Louisiana, 57;
conciliates Napoleon, 277.
Goodrich, Elizur, i. 226.
Gore, Christopher, ii. 347.
Granger, Gideon, appointed Postmaster-General, i. 308;
an active politician, ii. 192;
agent for the Yazoo claims, 212;
attacked by Randolph, 213.
Graydon, Alexander, i. 127.
Gregg, Andrew, member of Congress from Pennsylvania, ii.
123.
Grégoire, Abbé, i. 105.
Grenville, Lord, ii. 316, 418.
Griswold, Gaylord, member of Congress from New York, ii. 96.
Griswold, Roger, member of Congress from Connecticut, i. 269,
299; ii. 99, 101, 133, 142, 160;
his letters to Oliver Wolcott, 162, 169, 180;
conference of, with Burr, 183, 390, 391.

Hamilton, Alexander, i. 85, 86, 108, 277;

Talleyrand’s remark concerning, 352; ii. 168;
opposes Burr for governor, 176;
not in favor of disunion, 177;
projects, 184;
his opposition to Burr, 185 et seq.;
his duel with Burr, 186 et seq.;
mourned by the Federalists, 190.
Harper, Robert G., ii. 154, 228, 232.
Harrowby, Lord, British Foreign Secretary, ii. 418;
receives Monroe, 420;
 instructions as to impressments and the boundary convention,
423 et seq.
“Hartford wits,” i. 101.
Harvard College, i. 77, 78, 90.
Hastings, Warren, trial of, ii. 226.
Hawkesbury, Lord, British Foreign Secretary, ii. 344, 410.
Henry, Patrick, i. 143.
Higginson, Stephen, ii. 164.
Hillhouse, James, senator from Connecticut, ii. 160.
Hopkins, Lemuel, i. 102.
Hopkinson, Joseph, ii. 228, 231.
Horses and horse-racing in New England, i. 50;
in New York and Virginia, 51.
Hosack, Dr. David, i. 111.
Hospitals and asylums in 1800, i. 128.
Hull, Isaac, at Tripoli, ii. 428.
Hunt, Samuel, member of Congress from New Hampshire, ii.
160.

Impeachment. (See Pickering and Chase.)

Impeachment, a scarecrow, ii. 243.
Impressment of seamen, ii. 335 et seq., 358, 384, 393, 394,
421, 423;
Act of Congress punishing, ii. 397, 420.
Indian corn, i. 58.
Indian tribes in 1800, i. 4.
Ingersoll, C. J., i. 123.
Ingersoll, Jared, ii. 259.
Inns of New England and New York, i. 21.
Inquisitiveness, American, i. 55.
Insane, the, treatment of, in 1800, i. 128.
Irving, Peter, editor of the “Morning Chronicle,” i. 121.
Irving, Washington, i. 110.

Jackson, Andrew, i. 54.

Jackson, Francis James, his reputation, ii. 360.
Jackson, James, senator from Georgia, and the Yazoo sale, i.
305; ii. 95, 238.
Jackson, John G., member of Congress from Virginia, ii. 211;
replies to Randolph’s attack on Madison, 215.
Jackson, Mr., editor of the “Political Register,” ii. 265;
discloses Yrujo’s attempt to use him, 266.
Jacmel, siege of, i. 385.
Jay, Chief-Justice, i. 108;
sent to England by Washington, ii. 323;
negotiates treaty with Lord Grenville, 326.
Jay’s treaty. (See Treaties.)
Jefferson, Thomas, i. 13, 32, 59, 65, 67, 72, 73;
Federalist opinion of, 80 et seq., 83, 112, 114;
opposed to manufactures, 138;
chief author of the Kentucky Resolutions, 140 et seq.;
leader of the Virginia school, 143;
characteristics of, 144 et seq.;
his political doctrines, 146 et seq., 156;
Thomas Moore’s verses on, 167;
visionary, 170;
his ideas of progress, 178, 179;
personal characteristics, 185 et seq.;
his dress, 187;
social pre-eminence, 188;
his inauguration, 191;
his antipathy to Marshall, 192, 194;
purity of his life, 196;
his inaugural address, 199 et seq.;
his conception of government, 210 et seq.;
his foreign policy, 214 et seq.;
his Cabinet, 218 et seq.;
his plans for the navy, 222 et seq.;
his treatment of patronage, 224, 294;
his New Haven letter, 226;
his first annual message, 248;
his course with regard to the Judiciary, 255 et seq.;
his abnegation of power, 262;