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It was the spring of 1981. Over the previous eight months, the Philadelphia Phillies had won the World Series, and the Eagles, Sixers, and Flyers had made it to the Super Bowl, NBA Finals, and Stanley Cup Finals, respectively. I had two adorable children ages 5 and 3. I had been granted tenure at Princeton. My life was full—or so I thought.

Then, Linda Chaput, at that time an editor at W. H. Freeman and Company and Worth Publishers, walked into my office. During a lively discussion, she and I discovered that we had similar ideas about how abnormal psychology should be presented in a textbook. By the time Linda departed two hours later, we had outlined the principles that should underlie the “ideal” abnormal psychology textbook. We had, in effect, a deal. All that was left was for me to write the book. A decade later, the first edition of Abnormal Psychology (“the BOOK,” as my family and I had come to call it) was published, followed a few years later by the first edition of Fundamentals of Abnormal Psychology.

As I look back to that fateful day in 1981, I cannot help but note that several things have changed. With a few exceptions, my Philadelphia sports teams have returned to form and have struggled year in, year out. My sons have become accomplished middle-aged men, and their previous “adorable” tag is now worn by my 2-year-old and 4-year-old grandchildren, Emmett and Delia. I am older, humbler, and a bit more fatigued than the person who met with Linda Chaput 35 years ago.

At the same time, several wonderful things remain the same. I am still at Princeton University. I am still married to the same near-perfect person—Marlene Comer. And I still have the privilege of writing abnormal psychology textbooks—Fundamentals of Abnormal Psychology and Abnormal Psychology. The current version, Fundamentals of Abnormal Psychology, Eighth Edition, represents my eighteenth edition of one or the other of the textbooks.

My textbook journey has been a labor of love, but I also must admit that each edition requires enormous effort, ridiculous pressure, and too many sleepless nights to count. I mention these labors not only because I am a world-class whiner but also to emphasize that I approach each edition as a totally new undertaking rather than as a cut-and-paste update of past editions. I work feverishly to make each edition fresh and to include innovative and enlightening pedagogical techniques.

With this in mind, I have added an enormous amount of new material and many exciting new features for this edition of Fundamentals of Abnormal Psychology—while at the same time retaining the successful themes, material, and techniques that have been embraced enthusiastically by past readers. The result is, I believe, a book that will excite readers and speak to them and their times. I have again tried to convey my passion for the field of abnormal psychology, and I have built on the generous feedback of my colleagues in this undertaking—the students and professors who have used this textbook over the years.

In line with the many changes that have occurred over the past several years in the fields of abnormal psychology, education, and publishing, and in the world, I have brought the following new features and changes to the current edition.

•NEW• DSM-5 With the publication of DSM-5, abnormal psychology is clearly a field in transition. To help students appreciate the field’s current status and new directions, I present, integrate, and analyze DSM-5 material throughout the textbook. Controversy aside, this is now the field’s classification and diagnostic system, and it is important that readers understand and master its categories and criteria, appreciate its strengths and weaknesses, and recognize its assumptions and implications, just as past readers learned about previous DSM editions.

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DSM-5, as well as discussions of its implications and controversial nature, is presented in various ways throughout my textbook. First, its new categories, criteria, and information are woven smoothly into the narrative of each and every chapter. Second, reader-friendly pedagogical tools throughout the textbook, including a two-page infographic on the inside front cover and regular short features called Dx Checklist and DSM-5 Controversy, help students fully grasp the DSM-5 material. Third, special topic boxes highlight DSM-5 issues and controversies, such as Premenstrual Dysphoric Disorder: Déjà Vu All Over Again (page 209) and Mass Murders: Where Does Such Violence Come From? (page 434).

•NEW• TECHNOLOGY AND THE “MINDTECH” FEATURE The breathtaking rate of technological change that characterizes today’s world has had significant effects on the mental health field. In this edition I cover this impact extensively, including many discussions in the book’s narrative, boxes, photographs, and figures. The book examines, for example, how the Internet, texting, and social networks have become convenient tools for those who wish to bully others or pursue pedophilic desires (pages 373, 465, 466); how social networking may provide a new source for social anxiety (page 129); and how today’s technology has helped create new psychological disorders such as Internet addiction (page 343). It also looks at dangerous new trends such as the posting of self-cutting videos on the Internet (page 225), and it informs the reader about cybertherapy in its ever-expanding forms—from Skype therapy and avatar therapy to virtual reality treatments (pages 57, 67, 163, 410).

In addition, I have added a new feature throughout the book called MindTech— sections in each chapter that give special attention to particularly provocative technological trends in engaging and enlightening ways. The MindTech features examine the following cutting-edge topics:

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•NEW• “INFOCENTRALS” It is impossible to surf the Internet, watch TV, or flip through a magazine without coming across infographics, those graphic representations that present complex data in quick, stimulating, and visually appealing ways. Infographics present information in a way that allows us to easily recognize trends and patterns and make connections between related concepts. With the development of new digital tools over the past decade, the popularity of infographics has exploded. Readers and viewers like them and learn from them.

Thus Fundamentals of Abnormal Psychology, Eighth Edition, introduces a new feature called InfoCentral—numerous, lively infographics on important topics in the field. The infographics provide visual representations of data related to key topics and concepts in each chapter, repeatedly offering fascinating snippets of information to spur readers’ interest. I am certain that readers will greatly enjoy these special offerings, while also learning from them.

Every chapter features a full-page InfoCentral, including the following ones:

•NEW• ADDITIONAL CUTTING-EDGE BOXES I have grouped the book’s other boxes into two categories: PsychWatch boxes examine text topics in more depth, emphasize the effect of culture on mental disorders and treatment, and explore examples of abnormal psychology in movies, the news, and the real world. MediaSpeak boxes offer provocative pieces by news, magazine, and Web writers and bloggers on current issues in abnormal psychology. In addition to updating the PsychWatch and MediaSpeak boxes that have been retained from the previous edition, I have added many new ones. For example, new MediaSpeak boxes include the following:

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•NEW• “CLINICAL CHOICES” INTERACTIVE CASE STUDIES This eighth edition of Fundamentals of Abnormal Psychology includes 11 new interactive case studies (one for each of the disorders chapters), available online through LaunchPad, our online course management system. Through an immersive mix of video, audio, and assessment, each interactive case allows the student to simulate the thought process of a clinician by identifying and evaluating a virtual “client’s” symptoms, gathering information about the client’s life situation and family history, determining a diagnosis, and formulating a treatment plan. The student will also answer various questions about each case to help reinforce the chapter material. Each answer will trigger feedback, guidance, and critical thinking in an active learning environment.

•NEW• ADDITIONAL AND EXPANDED TEXT SECTIONS Over the past few years, a number of topics in abnormal psychology have received special attention. In this edition, I have provided new sections on such topics, including the psychology of mass killings (pages 434), the impact of the Affordable Care Act (pages 17, 547), the growing role of IRBs (pages 32–33), dimensional diagnoses (pages 94, 456–459), new treatments in the field (pages 30, 57, 410), spirituality and mental health (pages 61, 62), overuse of certain diagnoses (pages 471, 492), the psychological price of celebrity (pages 200, 231), transgender issues (pages 376, 381), alternative views of personality disorders (pages 455–459), self-injury (pages 224, 437), the pro-Ana movement (page 294), poor medical treatment for people with psychological disorders (page 270), ethics and psychology (pages 544–546), culture and abnormality (pages 71, 454), race and the clinical field (pages 107–108), and sexism in the clinical field (pages 209, 365).

•NEW• ADDITIONAL CASE MATERIAL One of the hallmarks of my textbooks is the inclusion of numerous and culturally diverse clinical examples that bring theoretical and clinical issues to life. In my continuing quest for relevance to the reader and to today’s world, I have replaced or revised more than one-third of the clinical material in this edition. The new clinical material includes the cases of Franco, major depressive disorder (pages 77, 79); Tonya, Munchausen syndrome by proxy (page 252); Meri, major depressive disorder (page 183); Eduardo, paranoid personality disorder (page 425); Luisa, dissociative personality disorder (page 170); Kay, bipolar disorder (page 216); Shani, anorexia nervosa (page 279); Ricky, ADHD (page 463); Lucinda, histrionic personality disorder (pages 441–442); Jonah, separation anxiety disorder (pages 467–468); and many others.

•NEW• CRITICAL THOUGHT QUESTIONS A very stimulating and popular feature of my previous edition of Fundamentals of Abnormal Psychology was the “critical thought questions”—questions that pop up within the text narrative, asking students to pause at precisely the right moment and think critically about the material they have just read. Given the enthusiastic response to this feature by professors and readers alike, I have added many new critical thought questions throughout the textbook, including ones in the MindTech and MediaSpeak features.

•NEW• “BETWEEN THE LINES” The textbook not only retains but also expands a fun and thought-provoking feature from past editions that has been very popular among students and professors—reader-friendly elements called “Between the Lines,” consisting of text-relevant tidbits, surprising facts, current events, historical notes, interesting trends, enjoyable lists, and stimulating quotes.

•NEW• THOROUGH UPDATE In this edition I present the most current theories, research, and events, including more than 2,000 new references from the years 2013–2015, as well as hundreds of new photos, tables, and figures.

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•EXPANDED COVERAGE• PREVENTION AND MENTAL HEALTH PROMOTION In accord with the clinical field’s growing emphasis on prevention, positive psychology, and psychological wellness, I have increased the textbook’s attention to these important approaches (for example, pages 16–17, 19, 524).

•EXPANDED COVERAGE• MULTICULTURAL ISSUES Over the past 30 years, clinical theorists and researchers increasingly have become interested in ethnic, racial, gender, and other cultural factors, and my previous editions of Fundamentals of Abnormal Psychology certainly have included these important factors. The study of such factors has, appropriately, been elevated to a broad perspective in recent years—the multicultural perspective. Consistent with this clinical movement, the current edition includes yet additional multicultural material and research throughout the text. Even a quick look through the pages of this textbook will reveal that it truly reflects the diversity of our society and of the field of abnormal psychology.

•EXPANDED COVERAGE• “NEW-WAVE” COGNITIVE AND COGNITIVE-BEHAVIORAL THEORIES AND TREATMENTS The current edition of Abnormal Psychology has expanded its coverage of the “new-wave” cognitive and cognitive-behavioral theories and therapies, including mindfulness-based cognitive therapy and Acceptance and Commitment Therapy (ACT), presenting their propositions, techniques, and research in chapters throughout the text (for example, pages 56, 114, 115, 410).

•EXPANDED COVERAGE• NEUROSCIENCE The clinical field continues to witness the growth and impact of remarkable brain-imaging techniques, genetic mapping strategies, and other neuroscience approaches, all of which are expanding our understanding of the brain. Correspondingly, the new edition of Fundamentals of Abnormal Psychology has further expanded its coverage of how biochemical factors, brain structure, brain function, and genetic factors contribute to abnormal behavior (for example, pages 39, 116, 118, 393).

As I noted earlier, in this edition I have also retained the themes, material, and techniques that have worked successfully and have been embraced enthusiastically by past readers.

BREADTH AND BALANCE The field’s many theories, studies, disorders, and treatments are presented completely and accurately. All major models—psychological, biological, and sociocultural—receive objective, balanced, up-to-date coverage, without bias toward any single approach.

INTEGRATION OF MODELS Discussions throughout the text, particularly those headed “Putting It Together,” help students better understand where and how the various models work together and how they differ.

EMPATHY The subject of abnormal psychology is people—very often people in great pain. I have tried therefore to write always with empathy and to impart this awareness to students.

INTEGRATED COVERAGE OF TREATMENT Discussions of treatment are presented throughout the book. In addition to a complete overview of treatment in the opening chapters, each of the pathology chapters includes a full discussion of relevant treatment approaches.

RICH CASE MATERIAL As I mentioned earlier, the textbook features hundreds of culturally diverse clinical examples to bring theoretical and clinical issues to life. More than 25 percent of the clinical material in this edition is new or revised significantly.

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MARGIN GLOSSARY Hundreds of key words are defined in the margins of pages on which the words appear. In addition, a traditional glossary is available at the back of the book.

ROLLING SUMMARIES Instead of waiting until the end of a chapter for a summary, SUMMING UP sections appear throughout each chapter, at the completion of each major section, helping students to better retain the material under discussion.

“PUTTING IT TOGETHER” A section toward the end of each chapter, “Putting It Together,” asks whether competing models can work together in a more integrated approach and also summarizes where the field now stands and where it may be going.

FOCUS ON CRITICAL THINKING The textbook provides tools for thinking critically about abnormal psychology. As I mentioned earlier, in this edition, “critical thought” questions appear at carefully selected locations within the text discussions. The questions ask readers to stop and think critically about the material they have just read.

CHAPTER-ENDING KEY TERMS AND QUICK QUIZ SECTIONS These sections, keyed to appropriate pages in the chapter for easy reference, allow students to review and test their knowledge of chapter materials.

STRIKING PHOTOS AND STIMULATING ILLUSTRATIONS Concepts, disorders, treatments, and applications are brought to life for the reader with stunning photographs, diagrams, graphs, and anatomical figures—all reflecting the most up-to-date data available. The photos range from historical to today’s world to pop culture. They do more than just illustrate topics: they touch and move readers.

ADAPTABILITY Chapters are self-contained, so they can be assigned in any order that makes sense to the professor.

I have been delighted by the enthusiastic responses of both professors and students to the supplements that accompany my textbooks. This edition offers those supplements once again, revised and enhanced, and adds a number of exciting new ones.

WORTH VIDEO COLLECTION FOR ABNORMAL PSYCHOLOGY Produced and edited by Ronald J. Comer, Princeton University, and Gregory Comer, Princeton Academic Resources. Faculty Guide included. This incomparable video series offers 128 clips that depict disorders, show historical footage, and illustrate clinical topics, pathologies, treatments, experiments, and dilemmas. Videos are available in LaunchPad and on the Video Collection for Abnormal Psychology Flash Drive. I also have written an accompanying guide that fully describes and discusses each video clip, so that professors can make informed decisions about the use of the segments in lectures.

INSTRUCTOR’S RESOURCE MANUAL by Charlie Harris, Clayton State University and Danielle Gunraj, SUNY Binghamton. This comprehensive guide ties together the ancillary package for professors and teaching assistants. The manual includes detailed chapter summaries, lists of principal learning objectives, topic overviews, ideas for lectures, lecture outlines, discussion launchers, classroom activities, extra credit projects, and DSM criteria for each of the disorders discussed in the text. It also offers strategies for using the accompanying media, including the video collection. Finally, it includes a comprehensive set of valuable materials that can be obtained from outside sources—items such as relevant feature films, documentaries, teaching references, and Internet sites related to abnormal psychology.

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• Lecture Slides available at http://www.macmillanhighered.com/Catalog/product/fundamentalsofabnormalpsychology-eighthedition-comer. These slides focus on key concepts and themes from the text and can be used as-is or customized to fit a professor’s needs.

• Illustration Slides available at http://www.macmillanhighered.com/Catalog/product/fundamentalsofabnormalpsychology-eighthedition-comer. These slides featuring all chapter photos and illustrations can be used as is or customized to fit a professor’s needs.

• Chapter Figures, Photos, and Tables available at http://www.macmillanhighered.com/Catalog/product/fundamentalsofabnormalpsychology-eighthedition-comer. This collection gives professors access to all of the photographs, illustrations, and tables from Fundamentals of Abnormal Psychology, Eighth Edition.

TEST BANK by Chrysalis Wright, University of Central Florida. A comprehensive test bank offers more than 2,200 multiple-choice, fill-in-the-blank, and essay questions. Each question is graded according to difficulty, the Bloom’s level is identified, and keyed to the topic and page in the text where the source information appears.

DIPLOMA ONLINE COMPUTERIZED TEST BANK Available for both Windows and Macintosh at http://www.macmillanhighered.com/Catalog/product/fundamentalsofabnormalpsychology-eighthedition-comer. This downloadable Test Bank guides professors step-by-step through the process of creating a test and allows them to add an unlimited number of questions, edit or scramble questions, format a test, and include pictures and multimedia links. The accompanying grade book enables them to record students’ grades throughout the course and includes the capacity to sort student records and view detailed analyses of test items, curve tests, generate reports, add weights to grades, and more. These Test Bank files also provide tools for converting the Test Bank into a variety of useful formats as well as Blackboard- and WebCT-formatted versions of the Test Bank for Fundamentals of Abnormal Psychology, Eighth Edition.

CASE STUDIES IN ABNORMAL PSYCHOLOGY, SECOND EDITION, by Ethan E. Gorenstein, Behavioral Medicine Program, New York–Presbyterian Hospital, and Ronald J. Comer, Princeton University. This new edition of our popular case study book provides 20 case histories—all of them updated and several of them brand new—each going beyond DSM diagnoses to describe the individual’s history and symptoms, a theoretical discussion of treatment, a specific treatment plan, and the actual treatment conducted. The casebook also provides three cases without diagnoses or treatment, so that students can identify disorders and suggest appropriate therapies. Wonderful case material, particularly for somatic symptom disorder, hoarding disorder, and gender dysphoria, has been added for this edition by Danae Hudson and Brooke Whisenhunt, professors at Missouri State University.

LAUNCHPAD with LearningCurve Quizzing—Multimedia to Support Teaching and Learning Available at www.launchpadworks.com.

A comprehensive Web resource for teaching and learning psychology, LaunchPad combines Worth Publishers’ award-winning media with an innovative platform for easy navigation. For students, it is the ultimate online study guide with rich interactive tutorials, videos, e-Book, and the LearningCurve adaptive quizzing system. For instructors, LaunchPad is a full-course space where class documents can be posted, quizzes are easily assigned and graded, and students’ progress can be assessed and recorded. Whether you are looking for the most effective study tools or a robust platform for an online course, LaunchPad is a powerful way to enhance your class.

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LaunchPad to Accompany Fundamentals of Abnormal Psychology, Eighth Edition, can be previewed at www.launchpadworks.com.

Fundamentals of Abnormal Psychology, Eighth Edition, and LaunchPad can be ordered together with:

ISBN-10: 1-319-06179-6

ISBN-13: 978-1-319-06179-1

LaunchPad for Fundamentals of Abnormal Psychology, Eighth Edition, includes the following resources:

• The LearningCurve quizzing system was designed based on the latest findings from learning and memory research. It combines adaptive question selection, immediate and valuable feedback, and a gamelike interface to engage students in a learning experience that is unique to them. Each LearningCurve quiz is fully integrated with other resources in LaunchPad through the Personalized Study Plan, so students will be able to review with Worth’s extensive library of videos and activities. And state-of-the-art question analysis reports allow instructors to track the progress of individual students as well as their class as a whole.

• An interactive e-Book allows students to highlight, bookmark, and make their own notes, just as they would with a printed textbook.

• Clinical Choices, authored by Taryn Myers, of Virginia Wesleyan College. In these 11 interactive case studies in LaunchPad, students simulate the role of clinical psychologist, engaging with virtual clients to identify psychological disorders (based on DSM-5 criteria) and think critically about diagnosis and treatment options.

• Abnormal Psychology Video Activities, produced and edited by Ronald J. Comer, Princeton University, and Gregory Comer, Princeton Academic Resources. These intriguing video cases run three to seven minutes each and focus on persons affected by disorders discussed in the text. Students first view a video case and then answer a series of thought-provoking questions about it.

• Deep integration is available between LaunchPad products and Blackboard, Brightspace by D2Learn, Canvas, and Moodle. These deep integrations offer educators single sign-on and gradebook sync, now with auto-refresh. Also, these best-in-class integrations offer deep linking to all Macmillan digital content at the chapter and asset level, giving professors ultimate flexibility and customization capability within their learning management system.

I am very grateful to the many people who have contributed to writing and producing this book. I particularly thank Marlene Comer for her usual outstanding work on the manuscript. In addition, I am indebted to Marlene Glissmann for her fast, furious, and fantastic work on the references. And I sincerely appreciate the superb work of the book’s assistants—actually collaborators—Greg Comer and Jon Comer.

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I am indebted greatly to those outstanding academicians and clinicians who have provided feedback on this new edition of Fundamentals of Abnormal Psychology, along with that of its partner, Abnormal Psychology, and have commented with great insight and wisdom on its clarity, accuracy, and completeness. Their collective knowledge has in large part shaped the current edition: David Alfano, Community College of Rhode Island; Jeffrey Armstrong, Northampton Community College; Wendy Bartkus, Albright College; Jennifer Bennett, University of New Mexico; Christine Browning, Victory University; Megan Davies, NOVA-Woodbridge Campus; Pernella Deams, Grambling State University; Frederick Ernst, University of Texas Pam America; Jessica Goodwin Jolly, Gloucester County College; Abby Hill, Trinity International University; Tony Hoffman, University of California, Santa Cruz; Craig Knapp, College of St. Joseph; Sally Kuhlenschmidt, Western Kentucky University; Paul Lewis, Bethel College; Gregory Mallis, University of Indianapolis; Taryn Myers, Virginia Wesleyan College; Edward O'Brien, Marywood University; Mary Pelton-Cooper, Northern Michigan University; Ginger Pope, South Piedmont Community College; Lisa Riley, Southwest Wisconsin Technical College; Ty Schepis, Texas State University; and Elizabeth Seebach, Saint Mary’s University of Minnesota.

Earlier I also received valuable feedback from academicians and clinicians who reviewed portions of the previous editions of Fundamentals of Abnormal Psychology and Abnormal Psychology. Certainly their collective knowledge has also helped shape this new edition, and I gratefully acknowledge their important contributions: Christopher Adams, Fitchburg State University; Dave W. Alfano, Community College of Rhode Island; Alisa Aston, University of North Florida; Kent G. Bailey, Virginia Commonwealth University; Stephanie Baralecki, Chestnut Hill College; Sonja Barcus, Rochester College; Marna S. Barnett, Indiana University of Pennsylvania; Jillian Bennett, University of Massachusetts Boston; Otto A. Berliner, Alfred State College; Allan Berman, University of Rhode Island; Douglas Bernstein, University of Toronto, Mississauga; Sarah Bing, University of Maryland Eastern Shore; Greg Bolich, Cleveland Community College; Stephen Brasel, Moody Bible Institute; Conrad Brombach, Christian Brothers University; Barbara Brown, Georgia Perimeter College; Jeffrey A. Buchanan, Minnesota State University, Mankato; Gregory M. Buchanan, Beloit College; Laura Burlingame-Lee, Colorado State University; Loretta Butehorn, Boston College; Glenn M. Callaghan, San Jose State University; E. Allen Campbell, University of St. Francis; Julie Carboni, San Jose College and National University; David N. Carpenter, Southwest Texas University; Marc Celentana, The College of New Jersey; Edward Chang, University of Michigan; Daniel Chazin, Rutgers University; Sarah Cirese, College of Marin; June Madsen Clausen, University of San Francisco; Victor B. Cline, University of Utah; E. M. Coles, Simon Fraser University; Michael Connor, California State University, Long Beach; Frederick L. Coolidge, University of Colorado, Colorado Springs; Patrick J. Courtney, Central Ohio Technical College; Charles Cummings, Asheville Buncombe Technical Community College; Dennis Curtis, Metropolitan Community College; Timothy K. Daugherty, Missouri State University; Lauren Doninger, Gateway Community College; Mary Dosier, University of Delaware; S. Wayne Duncan, University of Washington, Seattle; Anne Duran, California State University Bakersfield; Morris N. Eagle, York University; Miriam Ehrenberg, John Jay College of Criminal Justice; Jon Elhai, University of Toledo; Daniella K. C. Errett, Pennsylvania Highlands Community College; Carlos A. Escoto, Eastern Connecticut State University; William Everist, Pima Community College; Jennifer Fiebig, Loyola University Chicago; David M. Fresco, Kent State University; Anne Fisher, University of Southern Florida; William E. Flack Jr., Bucknell University; John Forsyth, State University of New York, Albany; Alan Fridlund, University of California, Santa Barbara; Stan Friedman, Southwest Texas State University; Dale Fryxell, Chaminade University; Lawrence L. Galant, Gaston College; Kathryn E. Gallagher, Georgia State University; Rosemarie B. Gilbert, Brevard Community College; Karla Gingerich, Colorado State University; Nicholas Greco, College of Lake County; Jane Halonen, University of West Florida; James Hansell, University of Michigan; Neth Hansjoerg, Rensselaer Polytechnic Institute; David Harder, Tufts University; Morton G. Harmatz, University of Massachusetts; Jinni A. Harrigan: California State University, Fullerton; Jumi Hayaki, College of the Holy Cross; RaNae Healy, Gateway Community College; Anthony Hermann, Kalamazoo College; Paul Hewitt, University of British Columbia; David A. Hoffinan, University of California, Santa Cruz; Art Hohmuth, The College of New Jersey; Art Houser, Fort Scott Community College; Danae Hudson, Missouri State University; William G. Iacono, University of Minnesota; Ashleigh E. Jones, University of Illinois at Urbana-Champaign; Ricki E. Kantrowitz, Westfield State University; Barbara Kennedy, Brevard Community College; Lynn M. Kernen, Hunter College; Audrey Kim, University of California, Santa Cruz; Guadalupe Vasquez King, Milwaukee Area Technical College; Tricia Z. King, Georgia State University; Bernard Kleinman, University of Missouri, Kansas City; Futoshi Kobayashi, Northern State University; Alan G. Krasnoff, University of Missouri, St. Louis; Robert D. Langston, University of Texas, Austin; Kimberlyn Leary, University of Michigan; Harvey R. Lerner, Kaiser-Permanente Medical Group; Arnold D. LeUnes, Texas A&M University; Michael P. Levin, Kenyon College; Barbara Lewis, University of West Florida; Mary Margaret Livingston, Louisiana Technical University; Karsten Look, Columbus State Community College; Joseph LoPiccolo, University of Missouri, Columbia; L. E. Lowenstein, Southern England Psychological Services; Jerald J. Marshall, University of Central Florida; Toby Marx, Union County College; Janet R. Matthews, Loyola University; Robert J. McCaffrey, State University of New York, Albany; Rosemary McCullough, Ave Maria University; E. Dudley McGlynn, Auburn University; Tara McKee, Hamilton College; Lily D. McNair, University of Georgia; Mary W. Meagher, Texas A&M University; Dorothy Mercer, Eastern Kentucky University; Michele Metcalf, Coconino Community College; Joni L. Mihura, University of Toledo; Andrea Miller, Georgia Southwestern State University; Antoinette Miller, Clayton State University; Regina Miranda, Hunter College; John Mitchell, Lycoming College; Robin Mogul, Queens University; Linda M. Montgomery, University of Texas, Permian Basin; Jeri Morris, Roosevelt University; Karen Mottarella, University of Central Florida; Maria Moya, College of Southern Nevada; Karla Klein Murdock, University of Massachusetts, Boston; Sandy Naumann, Delaware Technical & Community College; David Nelson, Sam Houston State University; Paul Neunuebel, Sam Houston State University; Ryan Newell, Oklahoma Christian University; Katherine M. Nicolai, Rockhurst University; Susan A. Nolan, Seton Hall University; Fabian Novello, Purdue University; Ryan O’Loughlin, Nazareth College; Mary Ann M. Pagaduan, American Osteopathic Association; Crystal Park, University of Connecticut; Dominic J. Parrott, Georgia State University; Daniel Paulson, Carthage College; Paul A. Payne, University of Cincinnati; David V. Perkins, Ball State University; Julie C. Piercy, Central Virginia Community College; Lloyd R. Pilkington, Midlands Technical College; Harold A. Pincus, chair, DSM-IV, University of Pittsburgh, Western Psychiatric Institute and Clinic; Chris Piotrowski, University of West Florida; Debbie Podwika, Kankakee Community College; Norman Poppel, Middlesex County College; David E. Powley, University of Mobile; Laura A. Rabin, Brooklyn College; Max W. Rardin, University of Wyoming, Laramie; Lynn P. Rehm, University of Houston; Leslie A. Rescorla, Bryn Mawr College; R. W. Rieber, John Jay College, CUNY; George Esther Rothblum, University of Vermont; Vic Ryan, University of Colorado, Boulder; Randall Salekin, Florida International University; Edie Sample, Metropolitan Community College; Jackie Sample, Central Ohio Technical College; A. A. Sappington, University of Alabama, Birmingham; Martha Sauter, McLennan Community College; Laura Scaletta, Niagara County Community College; George W. Shardlow, City College of San Francisco; Shalini Sharma, Manchester Community College; Roberta S. Sherman, Bloomington Center for Counseling and Human Development; Wendy E. Shields, University of Montana; Sandra T. Sigmon, University of Maine, Orono; Susan J Simonian, College of Charleston; Janet A. Simons, Central Iowa Psychological Services; Jay R. Skidmore, Utah State University; Rachel Sligar, James Madison University; Katrina Smith, Polk Community College; Robert Sommer, University of California, Davis; Jason S. Spiegelman, Community College of Baltimore County; John M. Spores, Purdue University, South Central; Caroline Stanley, Wilmington College; Wayne Stein, Brevard Community College; Arnit Steinberg, Tel Aviv University; David Steitz, Nazareth College; B. D. Stillion, Clayton College and State University; Deborah Stipp, Ivy Tech College; Joanne H. Stohs, California State University, Fullerton; Jaine Strauss, Macalester College; Mitchell Sudolsky, University of Texas at Austin; John Suler, Rider University; Sandra Todaro, Bossier Parish Community College; Terry Trepper, Purdue University Calumet; Thomas A. Tutko, San Jose State University; Arthur D. VanDeventer, Thomas Nelson Community College; Maggie VandeVelde, Grand Rapids Community College; Jennifer Vaughn, Metropolitan Community College; Norris D. Vestre, Arizona State University; Jamie Walter, Roosevelt University; Steve Wampler, Southwestern Community College; Eleanor M. Webber, Johnson State College; Lance L. Weinmann, Canyon College; Doug Wessel, Black Hills State University; Laura Westen, Emory University; Brook Whisenhunt, Missouri State University; Joseph L. White, University of California, Irvine; Justin Williams, Georgia State University; Amy C. Willis, Veterans Administration Medical Center, Washington, DC; James M. Wood, University of Texas, El Paso; Lisa Wood, University of Puget Sound; Lucinda E. Woodward, Indiana University Southeast; Kim Wright, Trine University; David Yells, Utah Valley State College; Jessica Yokely, University of Pittsburgh; Carlos Zalaquett, University of South Florida; and Anthony M. Zoccolillo, Rutgers University.

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I would also like to thank a small group of talented professors who provided valuable feedback that shaped the development of our new, exciting interactive case studies, Clinical Choices, in this new edition: David Berg, Community College of Philadelphia; Christopher J. Dyszelski, Madison Area Technical College; Paul Deal, Missouri State University; Urminda Firlan, Kalamazoo Valley Community College; Julie Hanauer, Suffolk County Community College; Sally Kuhlenschmidt, Western Kentucky University; Erica Musser, Florida International University; Garth Neufeld, Highline Community College; and Jeremy Pettit, Florida International University.

A special thank you to the authors of the book’s supplements package for doing splendid jobs with their respective supplements: Chrysalis Wright, University of Central Florida (Test Bank); Charlie Harris, Clayton State University, and Danielle Gunraj, SUNY Binghamton (Instructor’s Resource Manual); Taryn Myers, Virginia Wesleyan College (Clinical Choices); Mallory Malkin, Mississippi University for Women (Research Exercises); Jennifer Bennett, University of New Mexico (Chapter Quizzes); Ann Brandt-Williams, Glendale Community College; Elaine Cassel, Marymount University and Lord Fairfax Community College; Danae L. Hudson, Missouri State University; John Schulte, Cape Fear Community College and University of North Carolina; and Brooke L. Whisenhunt, Missouri State University (additional Web site materials).

I also extend my deep appreciation to the core team of professionals at Worth Publishers and W. H. Freeman and Company who have worked so closely with me to produce this edition and many previous editions. The team consists of truly extraordinary people—each extremely talented, each committed to excellence, each dedicated to the education of readers, each bound by a remarkable work ethic, and each a wonderful person. It is accurate to say that these members of the core team were once again my co-authors and co-teachers in this enterprise, and I am in their debt. They are Rachel Losh, publisher; Daniel McDonough, executive acquisitions editor; Mimi Melek, senior development editor; Tracey Kuehn, director, content management enhancement; Jane O’Neill, senior project editor; Sarah Segal, senior production supervisor; Paul Lacy, layout designer; Jennifer Atkins, photo editor; Rachel Comerford, executive media editor; Jessica Lauffer, associate media editor; Eve Conte, media producer; Babs Reingold, cover and interior designer; Blake Logan, design manager; Diana Blume, director of design, content management; and Chuck Yuen, infographics designer.

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I also am indebted to Kevin Feyen, vice president, digital product development, and Catherine Woods, vice president, content management, who have been so closely involved with my books for many years. In addition, still other professionals at Worth and at W. H. Freeman to whom I am indebted are Lisa Kinne, managing editor; Chuck Linsmeier, vice president editorial, sciences and social sciences; Todd Elder, director of advertising; Kimberly Morgan, editorial assistant; Hilary Newman, director of rights and permissions; Melissa Pellerano and Felicia Ruocco, permissions editors; Chelsea Roden, permissions associate; Michele Kornegay, copy editor; Tina Hastings, proofreader; Ellen Brennan and Marlene Glissmann, indexers; and John Philp, for his outstanding work on the video supplements for professors and students. Not to be overlooked are the superb professionals at Worth and at Freeman who continuously work with great passion, skill, and judgment to bring my books to the attention of professors across the world: Kate Nurre, executive marketing manager; Lindsay Johnson, senior marketing manager; Allison Greco, marketing assistant; Craig Bleyer, national sales manager; and the company’s wonderful sales representatives. Thank you so much.

One final note. As I mentioned in the prefaces of the past few editions, with each passing year I have become increasingly aware of just how fortunate I am. So, once again, at the risk of sounding like a walking cliché, let me say with a clarity that at my current age is sharper and better informed than at earlier points in my life, how appreciative I am that I have the opportunity each day to work with so many interesting and stimulating students during this important and exciting stage of their lives. Similarly, I am grateful beyond words for my extraordinary family, particularly my wonderful sons, Greg and Jon; my fantastic daughters-in-law, Emily and Jami; my perfect grandchildren, Delia and Emmett; and my truly magnificent wife, Marlene.

Ron Comer

Princeton University

January 2016

Fundamentals of

Abnormal Psychology