Description

Features

Create a Custom Text: For enrollments of at least 25, create your own textbook by combining chapters from best-selling Pearson textbooks and/or reading selections in the sequence you want.  To begin building your custom text, visit www.pearsoncustomlibrary.com. You may also work with a dedicated Pearson Custom editor to create your ideal text–publishing your own original content or mixing and matching Pearson content. Contact your Pearson Publisher’s Representative to get started.

Q: How do you cover treatment in your class? Do you think it helps students to know something about treatment before learning about different disorders?

A: Oltmanns/Emery not only has a stand alone chapter on treatment (chapter 3), but we also integrate treatment into the disorder chapter where it is most relevant. Every disorder is discussed in the same framework- symptoms, diagnosis, frequency, causes, and finally treatment.

Q: How do you support students' critical thinking? Would you like additional tools to help your students to think critically?

A: Instructors repeatedly tell us that they want a text to help students to think critically. Encouraging students to be inquiring skeptics when it comes to abnormal psychology – and living their lives, critical thinking is throughout the text.

• Critical Thinking Matters is an engaging feature that appears in every chapter, and takes on “urban legends” of one sort or another, for example, “recovered memory therapy,” “facilitated communication,” and whether vaccinations really cause autism. Critical thinking matters not only to science but also to how students view themselves.

• Brand new to this edition is The Big Picture Critical Thinking Review that appears at the end of every chapter.  This feature poses compelling critical thinking questions to students and provides a way of thinking about the question that students can relate to.  Page references refer students back to the content in the text if they need further review.

Q: Do some students come to you with personal questions about their or friends' emotional well being? Do you think other many students have similar questions but are too shy to ask?

A:, The Getting Help feature answers many of the questions that students come into the class with about themselves, friends, or loved ones. These Getting Help sections provide responsible, empirically sound, and concrete guidance on numerous personal topics which include:

1.      Eating disorders

2.      PTSD

3.      Mood disorders and suicide

Q: How do you cover research methods in your course? Do you view an understanding of research methods as important to critically understand abnormal psychology?

A: Oltmanns/Emery integrates RM into the text where most appropriate in a set aside box (Cross Cultural Comparisons). Students tend to find this material dry and out of context. By integrating it, students have a better understanding of its relevance and importance. 

FEATURES:

Treatment: Chapter 3 offers an early overview of treatment, and treatment is then covered in the context of each disorder.

Critical Thinking Matters: covered in every chapter. Addresses the need for students to think critically about science (and pseudoscience), especially in the Internet Age. Encouraging students to be "inquiring skeptics" this feature focuses on both the research and treatments within abnormal psychology.

The Big Picture Critical Thinking Review: Summarizes the chapter’s content in critical thinking questions that encourage students to relate the material in a meaningful way.  Instead of just summarizing the chapter content, it challenges students to apply it.

Getting Help: Also covered in every chapter, this feature addresses students' personal concerns and begins to answer the sorts of questions students may be too shy to ask.

Research Methods in every chapter: allows for a more detailed coverage of research methods by making the material more manageable, more focused, and more relevant through the chapter content connection.

Consistent chapter outline: each chapter opens with an Overview followed by one or two extended Case Studies, followed by symptoms, diagnosis, frequency, causes, and finally, treatment. Each chapter covers the key details of DSM-IV-TR throughout.

Case studies: take the reader along the human journey of abnormal disorders. Case studies appear as extended studies in the beginning of each chapter, in briefer cases later in the chapter, and in first-person accounts throughout the narrative.

New To This Edition

Q: How do you cover treatment in your class? Do you think it helps students to know something about treatment before learning about different disorders?

A: Oltmanns/Emery not only has a stand alone chapter on treatment (chapter 3), but we also integrate treatment into the disorder chapter where it is most relevant. Every disorder is discussed in the same framework- symptoms, diagnosis, frequency, causes, and finally treatment.

Q: How do you support students' critical thinking? Would you like additional tools to help your students to think critically?

A: Instructors repeatedly tell us that they want a text to help students to think critically. Encouraging students to be inquiring skeptics when it comes to abnormal psychology – and living their lives, critical thinking is throughout the text.

• Critical Thinking Matters: appears in every chapter, and take on “urban legends” of one sort or another, for example, “recovered memory therapy” (pg. 230), “facilitated communication,” and whether vaccinations really cause autism (pg. 50). Critical thinking matters not only to science but also to how students view themselves.
• Brand new to this edition is The Big Picture Critical Thinking Review box that appears at the end of every chapter.  This feature poses compelling critical thinking questions to students and provides a way of thinking about the question that students can relate to.  Page references refer students back to the content in the text if they need further review.
• Critical thinking questions have been added to all boxes to encourage students to think about the material presented and apply it in a meaningful way.
• Existing critical thinking questions have been rewritten to be worded more simply, clearly, and in engaging style

Q: Do some students come to you with personal questions about their or friends' emotional well being? Do you think other many students have similar questions but are too shy to ask?

Getting Help answers many of the questions that students come into the class with about themselves, friends, or loved ones. These Getting Help sections provide responsible, empirically sound, and concrete guidance on numerous personal topics which include:

1.      Eating disorders

2.      PTSD

3.      Mood disorders and suicide

Q: How do you cover research methods in your course? Do you view an understanding of research methods as important to critically understand abnormal psychology?

A: Oltmanns/Emery integrates RM into the text where most appropriate in a set aside box (for example, Cross Cultural Comparisons). Students tend to find this material dry and out of context. By integrating it, students have a better understanding of its relevance and importance. 

Chapter 1:

·        Added new epidemiological data, replacing ECA data from the 1980s with NCS-R data from 2000.  Replaced Figure 1-1 with a new figure using data from NCS-R (makes a similar point, but using data 20 years more recent).

·        Added one paragraph about “flourishing.”

·        Deleted one paragraph about premenstrual dysphoric disorder.

• Added two new call-out questions in the chapter, added one call-out question at the end of each of the boxes (one for Critical Thinking Matters and one for Research Methods), and added “The Big Picture: Critical Thinking Review” after the summary at the end of the chapter.  The latter includes 7 questions.

Chapter 2:

• Added important new discussions of gene-environment correlations and gene-environment interactions, both new key terms and both a focus of one of the author’s (RE) most recent research.
• Continued development of latest research and thinking about the role of genes in abnormal behavior.
• New discussion of how brain activation is affected by holding a hand of a stranger versus your husband in response to stress as an illustration of dualism — all psychological experience, not just abnormality, is represented by brain activity.
• Carefully updated discussion of new controversies about whether vaccinations can cause autism.
• Documentation that psychoanalysis is a subject taught far more often in English classes than in Psychology Departments.
• Significantly streamlined presentation of a complicated topic.
• Dropped old figure and added new one that illustrates both gene-environment interaction and the important concept of diagnostic thresholds.

Chapter 3:

• Added new research study showing that multiple elements make placebos “work” including the passage, developing a therapeutic relationship, and performing a procedure.
• Added new section on 3^rd wave of CBT research, including techniques such as acceptance and mindfulness.
• Added a new section and table on treatments that may cause harm.
• Updated discussions of ECT and psychosurgery, including benefits of treatments and possible future directions in biological therapies.
• Updated research throughout (see new reference list).
• New table on Therapies that May Harm.

Chapter 4:

1.      Dropped the footnote on p. 97 about differences between DSM-IV and ICD-10

2.      Dropped Table 4-2, list of content of the five axes of DSM (Axis III, Axis IV, and so on) because it is likely to be dropped from DSM-V, it’s more detail than the students need, and it creates placement problems for Table 4-1 and the insert on Labels and Stigma.

3.      I made some very minor cuts to the description of the multiaxial system (especially Axes III, IV, and V), just to tighten it up a bit and eliminate unnecessary detail. 

4.      Added a brief comment that dissociative amnesia has also been described as a culture bound syndrome (in addition to bulimia)

5.      At the beginning of the section on evaluating classification system, I dropped the paragraph that described the process of developing DSM-IV and added a new paragraph that describes the current on-going process of producing DSM-V, including address of a site on the web that posts current updates as well as a list of all the members of the task force and the work groups for specific disorders (www.psych.org/dsmv.asp).

6.      I added three or four sentences on validity, commenting on the types of validity outlined in Table 4-4 (now 4-3).  I wanted to help the student understand that the evidence is equivocal on these issues (relatively little evidence has been found to support the notion of “points of rarity” between different syndromes).

7.      I dropped Figure 4-1 on comorbidity (too much detail to make a simple point, and the NCS study is getting old).

8.      I reformatted the sample questions from the interview illustrated in Table 4-5 (now 4-4). 

9.      I dropped the section on “other self report inventories” (which came after the section on the MMPI-2).  It was just too much detail.

10.  The section on different approaches to assessment has been reorganized a bit.  I dropped the short section on “assessment of social systems.”  I have retitled the other two sections, which are now called “Psychological Assessment Procedures,” and “Biological Assessment Procedures.”  That means that one of the #1 heads has also been dropped (formerly “Types of Assessment Procedures”).

11.   Dropped Table 4-6 (sample items from the Yale-Brown Obsessive-Compulsive Scale)

12.  I dropped the criticism of the MMPI-2 which argued that the scales are based on an out-dated view of psychopathology.  Instead, I mention that restructured clinical scales have been published, but they remain controversial.

13.  Switched the order of the section on physiological assessment with the section on brain imaging (near end of chapter).  Brain image measures now come first.

Chapter 5:

1. I replaced Table 5-1 with a new table that illustrates the same point (disease burden associated with depression) using new data (Andrews, 2007 in Lancet).
2. I dropped Table 5-3, which outlined the different kinds of unipolar and bipolar mood disorders in DSM-IV.  It was redundant with the text, and therefore unnecessary.  And it came in close proximity to Tables 5-4 and 5-5, therefore making it hard to place the other two tables appropriately.
3. I revised the material on “course of the disorder” using information from Kessler’s NCS-R community study.  This changes some basic facts (e.g., average age of onset is now considered to be 32 for unipolar disorders, while previously based on clinical samples we were saying that the average age of onset was early 40s).  I also dropped the opening paragraph in that section, where we said that we didn’t know about the course of depression in nonclinical samples, because now we do know about this issue because of the publication of the NCS-R.
4. I up-dated the section on epidemiology, replacing numbers from the older ECA study with new data from the NCS-R (collected in 2002). 
5. I moved the section on “risk for mood disorders across the lifespan so that it comes before (rather than after) the section on cross-cultural differences. 
6. I replaced Figure 5-2 (which was overly complex and used older ECA data) with a new Figure illustrating prevalence as a function of age (NCS-R data).
7. Dropped the section on “family studies” which was the first section on genetics (under biological factors).   It’s unnecessary detail.  Twin studies make the same point.  Also dropped Figure 5-4 (which supported this section), showing average morbid risk for unipolar and bipolar mood disorders in the first-degree relatives of depressed patients.  It’s a simple point, and the data were fairly old.
8. Dropped one paragraph about Cushing’s syndrome in the section on the neuroendocrine system.  Too much detail.
9. I dropped the second paragraph in the section about combined use of psychotherapy and medication for treatment of unipolar depression (had become quite dated), and I added a new paragraph indicating that current research (published in the past year) suggests strongly that the combination of medication and cognitive therapy leads to faster remission than either form of treatment alone.
10. I made some minor changes to the section on light therapy and seasonal affective disorder, noting that new studies show that cognitive therapy plus light therapy may be the most effective form of treatment.
11. I added a brief section on deliberate self-harm (cutting) at the end of the section on classification of suicide (and before the section on causes of suicide.  This is a timely topic that is receiving increased attention in the clinical and research literature.
12. Up-dated the section on “psychological factors and suicide,” adding a brief description of Joiner’s interpersonal-psychological theory of suicide (which is more or less a variation on ideas previously advanced by Schneidman and Durkheim).
13. Dropped two paragraphs under biological factors and suicide.  One provided detailed information about one specific research study on serotonin and the other provided details about a family history genetic study that was 20 years old (too much detail in both cases).

Chapter 6:

1. I dropped two paragraphs (p. 186 in OE5) about the long-term course of panic disorder and social phobia because they presented too much detail.  I replaced them with a new paragraph that makes the same point in a more general way. 
2. In the section on Frequency, I replaced 12-month prevalence rates from the original NCS study with more recent prevalence estimates based on the NCS-Replication.
3. I dropped Table 6-2 (gender differences in the prevalence of specific anxiety disorders) for two reasons.  One is that it’s probably too much detail for a relatively simple point.  Second, the new data from the NCS-R have not yet been reported by gender, and I’ve been trying to eliminate use of the older epidemiological data (from ECA and NCS).
4. With regard to aging, I made a slight change, indicating that prevalence rates for anxiety disorders are lower among people over the age of 60, but they may go up again as people move into their later 70s and 80s (new data from Teachman).
5. I dropped Figure 6-2 (reporting results with regard to childhood adversity and later development of anxiety and depression).  I thought it was too much detail, the study was reported 15 years ago, and more recent studies suggest that the results may not replicate.
6. I dropped some comments that were critical of work on attachment as well as childhood adversity (top paragraph of the right hand column on page 192 in OE5).  They were mostly concerned with technical methodological issues, and we don’t offer such critiques of most other research areas.
7. I dropped two paragraphs that described the results of specific studies on vicarious fear conditioning in monkeys (Mineka’s research from the early 1990s).  It was too much detail in order to make a relatively simple point.
8. I dropped the section on family studies of anxiety disorders (pp. 197-198).  It’s older stuff, and it’s not as persuasive as twin studies in terms of identifying genetic factors.  That also means that I dropped Figure 6-4.  So the section on Biological Factors has a first subheading of Genetic Factors, and that goes straight to “twin studies.”  The rest of it was probably unnecessary detail.  I think we’ve gotten beyond the point at which people were worried about whether panic disorder and GAD were separate conditions.  The bigger issue now is whether GAD is different from major depression (and the general conclusion is “yes,” they overlap a lot but are not the same thing).
9. In the section on “neuroanatomy,” I dropped on paragraph about panic and the locus ceruleus.  It was based on older information, does not seem to be a current hot topic, and was just too much information.  I think there’s already enough there.
10. In the section on “neurochemistry,” I dropped the material on pharmacological challenge procedures used to induce panic in the lab.  This is a somewhat older research technique that no longer plays such an important role in this area of research.  As in other areas of Chapters 5 and 6, I dropped mention of some of the methodological issues that plague these research studies.  They’re interesting, but they are also over most students’ heads.
11. In the section on biological treatments (medication), I dropped two paragraphs that described the results of the 1980s Cross National Study on Panic.  It was too much detail, based on data that are now 20 years old, and reported results of a study that can be summarized much more easily.

Chapter 7:

• Updated research throughout; see new references
• More on psychological resilience and posttraumatic growth in the face of trauma, particularly based on research following 9/11
• Inclusion of photos and discussion of trauma of VA Tech shootings
• Raising questions about indirect exposure as a source of trauma, for example, seeing images of 9/11 on television
• Further discussion of recovered memories, including new evidence that memories are more accurate if they return outside of therapy.
• More discussion of cognitive science and unconscious mental processes.
• Added new discussion of hwa-byung, a disorder unique to Korean culture where suppressed anger gets expressed as fatigue, insomnia, indigestion, and various aches and pains.

Chapter 8:

1.      New research and discussion on how social support differs across cultures. Europeans benefit from explicit support (e.g., disclosure) while Asians benefit from implicit support (e.g., thinking of duty to group).

2.      New data (and graph) on daily experience of pain by men and women of different ages in national U.S. sample.

3.      New models/figure showing alternative linkages between stress and illness.

4.      Updated statistics on rates of heart disease, cancer, HIV/AIDS, and pain

5.      Note that focus on “fight or flight” in stress research will be replaced by broader focus on “freeze, flight, fight, fright,” a more complete, contemporary account of alternative responses to stress.

Chapter 9:

1. I dropped Figure 9-1, which gave the prevalence of different types of personality disorder.  The data were old, and the newer data are inconclusive.  I figured it was easier to just rely on the text to present this simple information, and we’re saving some space.
2. I dropped Figure 9-2, which showed results of the Roscommon Family Study (personality disorders in relatives of patients with schizophrenia).  It took up space, the data are older, the results are straight forward and do not really require an illustration to explain them.

Chapter 10:

• Photo and discussion of anorexia-related death of model Ana Carolina Reston, and related efforts to ban super-thin models, along with other updates on sections about the culture of thinness and unrealistic beauty standards for women.
• Discussion of suggestions for revising classification of eating disorders, including dropping both anorexia and bulimia subtypes and adding binge eating disorder.
• Discussion of amenorrhea as a symptom of anorexia, and why it should be dropped.
• Data from the first U.S. national study of the frequency of eating disorders.
• Revision and update of the family treatment of anorexia, focusing on the Maudsley Method.
• Detailed discussion and new figure on important new prevention study indicating that dissonance training and healthy weight interventions have positive, prevention benefits.

Chapter 11:

1.      I added new data on the prevalence of alcohol abuse and dependence as well as the prevalence of drug abuse and dependence from the NESARC database.  This is the most recent and comprehensive information on the topic (from a representative sample of 43,000 participants in the U.S.  More specifically, I added two new figures (Figure 11-3 and Figure 11-4).  The first figure is concerned with lifetime prevalence of alcohol and drug use disorders in men and women (reported separately for abuse and dependence).  The second figure illustrates prevalence of drug abuse and dependence as a function of the specific types of drugs (opiates, cocaine, and so on).

2.      I dropped the old version of Figure 11-3, in part because it was very complicated and difficult for students to understand and also because the data were getting old.  I substituted the new drug prevalence rates in Table 11-6.

3.      I dropped the section on serotonin under neurochemistry and alcoholism.  It’s older stuff and provided too much detail for a relatively tangential area of research.

4.      I dropped the section on the attention allocation model for explaining short term effects of alcohol on behavior.  Two reasons: a) there hasn’t been any active work in that area for several years, and b) it’s primarily concerned with the short-term effects of alcohol rather than with problems such as dependence and abuse.

Chapter 12:

1. I added a short paragraph to the section on Getting Help in order to provide a reference to a book that will be useful to people who are interested in gender identity disorders.

Chapter 13:

1. Added a note regarding the specific costs of schizophrenia in the U.S. ($63 billion in 2002).
2. I up-dated the section on epidemiology and deleted a paragraph that described prevalence based on data from the ECA study (which is now almost 20 years old and probably represented a bit of an over-estimate on lifetime prevalence).
3. I corrected the section on gender differences.  Traditional knowledge (which some now call a myth) was that men and women are equally likely to develop schizophrenia.  More recent studies now conclude that men are more likely than women to develop the disorder, and I’ve stated that clearly.
4. I also adjusted the section on cross-cultural differences to acknowledge the fact that incidence rates do vary from one country to the next. 
5. I added some material about social factors under causes, specifically information about increased risk among immigrants.
6. In the section on “integration and multiple pathways,” I dropped the paragraph about Meehl’s theory and his concept of schizotaxia.  It was getting kind of dated, and it was unnecessary.  The other paragraphs make the same point.
7. I up-dated the material on second generation antipsychotic medication and added mention of the important CATIE study.  Experts now agree that the “second generation” antipsychotics were “over sold.”  They’re not more effective for negative symptoms, and they are not free of motor side effects.  I switched from using the terms typical and atypical antipsychotics to calling them first-generation and second-generation drugs (which is becoming the way that they are now described in the literature, primarily because it is now clear that the so-called atypical antipsychotics do, in fact, lead to prominent motor side effects). I dropped “atypical antipsychotics” as a key term.  I also dropped the sentence that said that patients are more compliant and less likely to drop out of treatment if they are taking atypical antipsychotic drugs.  That no longer seems to be true, especially given the results of the CATIE study.  Drop out rates are very high.

Chapter 14:

1.       I updated the section on “Memory Changes in Normal Aging.”  The basic concepts remain the same, but I dropped the use of the terms “pragmatics” and “mechanics.”  Those terms were part of Paul Baltes original formulation, but they have now faded.  The field talks more in terms of “wisdom” as a cognitive skill that either remains the same or increases with age.  The discussion now draws the distinction between fluid intelligence (e.g., working memory, speed of information processing) and wisdom.

2.       In the section on treatment, specifically use of medication, I deleted mention of tacrine (Cognex) because it’s not used much any more because of it’s major side effects.  I only mention donepezil (Aricept), which is still in use (but clearly not a miracle cure).

Chapter 15:

1.      New material on screening for Down’s syndrome with ultrasound and recommendation of American College of Obstetricians and Gynecologists that screening no longer be limited according to maternal age.

2.      Updated discussion on lead poisoning and mercury poisoning and consequences for children.

3.      Expanded discussion of Asperger’s disorder, with a focus on diagnostic issues, and whether diagnosis is being overused in practice.

4.      Updated, critical look at the supposed “epidemic of autism.”

5.      More critical discussion of “theory of mind” and autism and new focus on joint attention abilities.

6.      Updated research on biological contributions to autism, including recent theorizing about role of mirror neurons.

7.      New material on genetics of Rett’s disorder and recent evidence on role of chromosome 16 “hot spot” and subset of cases of autism.

8.      Updated summary of evidence on the long term outcome of autism, including documentation of sharp decline in institutional care. Includes a new figure

Chapter 16:

• Discussion and some initial data from the Preschoolers with ADHD Treatment Study (PATS), a major new clinical trial of psychostimulants.
• Expanded and more cautious discussion of slowed growth (height and weight gains) as a result of psychostimulant use based on data from both the MTA and PATS.
• Discussion of Strattera, the first FDA approved, nonstimulant medication for ADHD.
• Detailed discussion of the Treatment of Adolescents with Depression (TADS) clinical trial, including short-term and longer-term treatment outcomes.
• Expanded discussion of the uncertain and controversial relation between antidepressants and adolescent suicidality based on the TADS, CDC data, and cross-national evidence.

Chapter 17:

• Expanded discussion of gene-environment correlation including new research studies using genetically informed methods to study environmental effects.
• Discussion of consideration of “relational diagnoses” for DSM-V.
• Discussion of complicated grief as a likely DSM-V diagnosis.
• Updated statistics on demographic trends in changing family life.

Chapter 18:

• Update to include recent, high profile cases included Va Tech shootings and Beltway sniper.
• Discussion of Va Tech shootings, how they led to changes in Va commitment law, and may signal a trend toward more liberal dangerousness assessments.
• Revamped discussion of Tarasoff duty, focusing on legal cases outlining broader “duty to protect” (which may include options like hospitalizing dangerous people) versus specific “duty to warn” (which focused specifically on warning potential victims).
• Expanded discussion, including new photo, of Mrs. Elizabeth Parsons Ware Packard, who was questionably hospitalized by her husband against her will, apparently because of differences in religious beliefs. Mrs. Packard’s subsequent campaigning led to reform of commitment laws to protect against such abuses.
• New figure documenting categories of malpractice suits against psychiatrists.

Table of Contents

Table of Contents:

Chapter 1: Examples and Definitions of Abnormal Behavior

Chapter 2: Causes of Abnormal Behavior

Chapter 3: Treatment of Psychological Disorders

Chapter 4: Classification and Assessment of Abnormal Behavior

Chapter 5: Mood Disorders and Suicide

Chapter 6: Anxiety Disorders

Chapter 7: Acute and Post-traumatic Stress Disorders, Dissociative Disorders, and Somatoform Disorders

Chapter 8: Stress and Physical Health

Chapter 9: Personality Disorders

Chapter 10: Eating Disorders

Chapter 11: Substance Use Disorders

Chapter 12: Sexual and Gender Identity Disorders

Chapter 13: Schizophrenic Disorders

Chapter 14: Dementia, Delirium, and Amnestic Disorders

Chapter 15: Mental Retardation and Pervasive Developmental Disorders

Chapter 16: Psychological Disorders of Childhood

Chapter 17: Adjustment Disorders and Life-Cycle Transitions

Chapter 18: Mental Health and the Law

Glossary

References

Credits

Name Index

Subject Index

Courses

Abnormal Psychology  (Psychology)
Abnormal Psychology  [COMPREHENSIVE]   (Psychology)

Previous Edition(s)

• Abnormal Psychology, 5/E
  Oltmanns & Emery
  ©2007  |  Pearson  |  Cloth; 752 pp  |  Out of Print
  ISBN-10: 0131875213  |  ISBN-13: 9780131875210
    Brief Description  | 

  

  For undergraduate courses in Abnormal Psychology

   

  It's not them, it's all of us

   

  Oltmanns and Emery bring both the science and the personal aspects of abnormal psychology to life by emphasizing that abnormal psychology is not about "them," it's about all of us. Using extensive case studies, they present the most cutting edge information on abnormal psychology by covering methods and treatment in context. Organized around the way students learn, this ground breaking text integrates the biological, psychological, and social perspectives in one concurrent story.

  More Info
  

Next Edition(s)

• Abnormal Psychology, 7/E
  Oltmanns & Emery
  ©2012  |  Pearson  |  Cloth; 672 pp  |  Instock
  ISBN-10: 0205037437  |  ISBN-13: 9780205037438
  Suggested retail price: $167.60  Buy from myPearsonStoreNet price: $125.70  (What's this?)Brief Description  | 

  

  It's not about "them", it's about all of us.

   

  With a focus on critical thinking, Oltmanns and Emery prepare students for the DSM-V and beyond by addressing key issues and concepts that will remain, even as diagnostic criteria change.

   

  In Abnormal Psychology, 7^th edition Oltmanns and Emery bring both the science and personal aspects of abnormal psychology to life with a focus on evidence-based practice and emerging research. The authors emphasize that abnormal psychology is not about "them," it's about all of us. Using extensive case studies, they present the most cutting edge information on abnormal psychology by covering methods and treatment in context. Organized around the way students learn, this ground breaking text integrates the biological, psychological, and social perspectives in one concurrent story.

   

  Teaching & Learning Experience

  • Personalize Learning – The new MyPsychLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals.
  • Improve Critical Thinking – With a focus on critical thinking students are encouraged to be “inquiring skeptics.”
  • Engage Students – “Speaking Out” video series and case studies woven throughout each chapter engage students in the science and the practice of abnormal psychology.
  • Explore Research – Detailed coverage of research methods and treatment is presented in every chapter; treatment is also covered in a standalone chapter.
  • Support Instructors – “Speaking Out” videos on DVD, MyPsychLab’s Class Prep, video embedded PowerPoints on DVD, MyTest, clicker questions, and an instructor’s manual provide extensive support for instructors.

  Sample chapter and more available on our preview site! www.pearsonhighered.com/fall2011preview/#Psych

  More Info
  

Author Bios

Thomas F. Oltmanns is the Edgar James Swift Professor of Psychology in Arts and Sciences and Professor of Psychiatry at Washington University in St. Louis, where he is also Director of Clinical Training in Psychology. He received his B.A. from the University of Wisconsin and his Ph.D. from the State University of New York at Stony Brook.  He was previously a faculty member in the psychology departments at Indiana University (1976 to 1986) and at the University of Virginia (1986 to 2003). He is currently a member of the Board of Directors of the Association for Psychological Science, served as President of the Society for a Science of Clinical Psychology in 1993, and is President-elect of the Society for Research in Psychopathology.  Undergraduate students at UVa recognized his teaching by selecting him to receive the “Outstanding Professor Award” in 1997 and 2002. His early research was concerned with the role of cognitive and emotional factors in schizophrenia.  His lab is currently conducting a large, prospective study of the trajectory of personality disorders in middle-aged and older adults. His other books include Schizophrenia (1980), written with John Neale; Delusional Beliefs (1988), edited with Brendan Maher; and Case Studies in Abnormal Psychology (8th edition, 2009), written with Michele Martin.

Robert E. Emery is Professor of Psychology, Director of the Center for Children, Families, and the Law, and an associate faculty member of the Institute of Law, Psychiatry, and Public Policy at the University of Virginia. He also served as Director of Clinical Training for nine years. He received a B.A. from Brown University in 1974 and a Ph.D. from SUNY at Stony Brook in 1982. His research focuses on family conflict, children’s mental health, and associated legal issues, and he has authored over 100 scientific articles and book chapters. His awards include a “Citation Classic” from the Institute for Scientific Information, an Outstanding Research Publication Award from the American Associate for Marriage and Family Therapy, the Distinguished Researcher Award from the Association of Family and Conciliation Courts, and several awards and award nominations for his three books on divorce: Marriage, Divorce and Children’s Adjustment (2nd ed., 1998, Sage Publications), Renegotiating Family Relationships: Divorce, Child Custody, and Mediation (1994, Guilford Press), and The Truth about Children and Divorce: Dealing with the Emotions So You and Your Children Can Thrive (2004, Viking). His current research is on genetically informed (twin) studies of the effects of major changes in family environments, including divorce, harsh parenting, early menarche, and teen pregnancy.

Backcover Copy

MyPsychLab is a learning and assessment tool that allows instructors to assess student performance and adapt course content without investing a lot of additional time or resources.  

Students benefit from this easy-to-use site with or without their instructor’s involvement. Students can test themselves on key content, track their progress, and utilize individually tailored study plan activities, including an e-book, newsfeeds, simulations, and videos.

MyPsychLab for our latest Abnormal Psychology textbooks also includes Speaking Out: The DSM in Context , which ties real patient interview videos to specific content from the DSM-IV, helping students understand how the DSM-IV criteria applies to real people experiencing disorders.

MyPsychLab with Pearson eText -- Instant Access -- for Abnormal Psychology, 6/E
Oltmanns & Emery
©2010  |  Pearson  |  Website  |  Live
ISBN-10: 0205691323  |  ISBN-13: 9780205691326
Online purchase price: $85.00More Info  |  Students, buy access More Info

MyPsychLabPlus for Abnormal Psychology, 6/E
Oltmanns
©2011  |  Pearson  |  Website; 0 pp  |  Live
ISBN-10: 1256161179  |  ISBN-13: 9781256161172
Online purchase price: $76.00More Info

Back to top

MyPsychLab with Pearson eText -- Standalone Access Card -- for Abnormal Psychology, 6/E
Oltmanns & Emery
©2010  |  Pearson  |  Access Code Card  |  Instock
ISBN-10: 020576892X  |  ISBN-13: 9780205768929
URL:  http://www.mypsychlab.comSuggested retail price:  $109.33Net price: $82.00  (What's this?)More Info

Back to top

MyPsychLab with Pearson eText -- Instructor Access Code
Allyn & Bacon
©2008  |  Pearson  |  Digital Access Code  |  Available
ISBN-10: 0205594441  |  ISBN-13: 9780205594443
URL: http://www.pearsonhighered.com/catalog/aiv/customerType?catalog_code=mypsychlab-ab
More Info

Downloadable Instructor Resources

Show All Downloadable Files

Hide All Downloadable Files

|

Help Downloading Files

Instructor's Resource Manual (Download only) for Abnormal Psychology, 6/E
Oltmanns & Emery
©2010  |  Pearson  |  On-line Supplement; 320 pp  |  Live
ISBN-10: 0205691315  |  ISBN-13: 9780205691319

Show Downloadable Files

Hide Downloadable Files

|

More Info

PowerPoint Presention (Download only) for Abnormal Psychology, 6/E
Oltmanns & Emery
©2010  |  Pearson  |  On-line Supplement  |  Live
ISBN-10: 0205690025  |  ISBN-13: 9780205690022

Show Downloadable Files

Hide Downloadable Files

|

More Info

Test Bank for Abnormal Psychology, 6/E
Oltmanns & Emery
©2010  |  Pearson  |  On-line Supplement; 320 pp  |  Live
ISBN-10: 0205691293  |  ISBN-13: 9780205691296

Show Downloadable Files

Hide Downloadable Files

|

More Info

Test Item File for Blackboard Learning System (Download only) for Abnormal Psychology, 6/E
Oltmanns & Emery
©2010  |  Pearson  |  On-line Supplement  |  Live
ISBN-10: 0205841120  |  ISBN-13: 9780205841127

Show Downloadable Files

Hide Downloadable Files

|

More Info

Back to top

MyPsychLab with Pearson eText -- Instant Access -- for Abnormal Psychology, 6/E
Oltmanns & Emery
©2010  |  Pearson  |  Website  |  Live
ISBN-10: 0205691323  |  ISBN-13: 9780205691326
Online purchase price: $85.00More Info  |  Students, buy access More Info

MyPsychLab with Pearson eText -- Instructor Access Code
Allyn & Bacon
©2008  |  Pearson  |  Digital Access Code  |  Available
ISBN-10: 0205594441  |  ISBN-13: 9780205594443
URL: http://www.pearsonhighered.com/catalog/aiv/customerType?catalog_code=mypsychlab-ab
More Info

MyPsychLabPlus for Abnormal Psychology, 6/E
Oltmanns
©2011  |  Pearson  |  Website; 0 pp  |  Live
ISBN-10: 1256161179  |  ISBN-13: 9781256161172
Online purchase price: $76.00More Info

MyTest Test Bank for Abnormal Psychology, 6/E
Oltmanns & Emery
©2010  |  Pearson  |  On-line Supplement  |  Live
ISBN-10: 0205689558  |  ISBN-13: 9780205689552
URL: http://www.pearsonmytest.com
More Info

Speaking Out Videos for Abnormal Psychology in a Changing World, Volume 3
Beidel, Bulik & Stanley
©2010  |  Pearson  |  DVD  |  Instock
ISBN-10: 0132308916  |  ISBN-13: 9780132308915
More Info

Back to top

MyPsychLab with Pearson eText -- Standalone Access Card -- for Abnormal Psychology, 6/E
Oltmanns & Emery
©2010  |  Pearson  |  Access Code Card  |  Instock
ISBN-10: 020576892X  |  ISBN-13: 9780205768929
URL:  http://www.mypsychlab.comSuggested retail price:  $109.33Net price: $82.00  (What's this?)More Info

Back to top

MyPsychLab with Pearson eText -- Instant Access -- for Abnormal Psychology, 6/E
Oltmanns & Emery
©2010  |  Pearson  |  Website  |  Live
ISBN-10: 0205691323  |  ISBN-13: 9780205691326
Online purchase price: $85.00More Info  |  Students, buy access More Info

MyPsychLabPlus for Abnormal Psychology, 6/E
Oltmanns
©2011  |  Pearson  |  Website; 0 pp  |  Live
ISBN-10: 1256161179  |  ISBN-13: 9781256161172
Online purchase price: $76.00More Info

Back to top

Study Guide with Practice Tests for Abnormal Psychology, 6/E
Oltmanns & Emery
©2010  |  Pearson  |  Paper; 288 pp  |  Instock
ISBN-10: 0205691307  |  ISBN-13: 9780205691302
Suggested retail price:  $37.40    Buy from myPearsonStoreNet price: $28.05  (What's this?)More Info

Pearson Passport Link Library Files for Abnormal Psychology
Pearson
©2011  |  Pearson  |  On-line Supplement  |  Live
ISBN-10: 0205063292  |  ISBN-13: 9780205063291
This online resource is available at no cost.

Show Downloadable Files

Hide Downloadable Files

|

More Info

Allyn & Bacon Digital Media Archive for Abnormal Psychology
Allyn & Bacon
©2004  |  Pearson  |  CD-ROM Only  |  Instock
ISBN-10: 0205391354  |  ISBN-13: 9780205391356
URL:  http://www.ablongman.com/dmaSuggested retail price:  $0.00Net price: $0.00  (What's this?)More Info

Pearson Passport -- Standalone Access Card -- for Abnormal Psycholgy
Pearson
©2011  |  Pearson  |  Access Code Card  |  Instock
ISBN-10: 0205063276  |  ISBN-13: 9780205063277
Suggested retail price:  $33.33Net price: $25.00  (What's this?)More Info

Pearson Passport -- Valuepack Access Card -- for Abnormal Psychology
Pearson
©2011  |  Pearson  |  Access Code Card  |  Instock
ISBN-10: 0205063306  |  ISBN-13: 9780205063307
Suggested retail price:  $6.67Net price: $5.00  (What's this?)More Info

Speaking Out DVD for Abnormal Psychology Volume 2 (for Instructors), 2/E
Pearson
©2009  |  Pearson  |  DVD  |  Instock
ISBN-10: 0136003036  |  ISBN-13: 9780136003038
Suggested retail price:  $0.00Net price: $0.00  (What's this?)More Info

Speaking Out Videos in Abnormal Psychology DVD for Abnormal Psychology, 6/E
Pearson
©2006  |  Pearson  |  DVD  |  Instock
ISBN-10: 0131933329  |  ISBN-13: 9780131933323
Suggested retail price:  $0.00Net price: $0.00  (What's this?)More Info

Study Card for Abnormal Psychology
Allyn & Bacon
©2005  |  Pearson  |  Study Card; 8 pp  |  Instock
ISBN-10: 0205442269  |  ISBN-13: 9780205442263
Suggested retail price:  $9.20Net price: $6.90  (What's this?)More Info

Study Site for Abnormal Psychology
DuBrin
©2011  |  Pearson  |  Website  |  Live
ISBN-10: 0205032877  |  ISBN-13: 9780205032877
This online resource is available at no cost.
More Info

Back to top

Interactive Learning Companion for Introductory Psychology
Marin
©2011  |  Pearson  |  On-line Supplement  |  Live
ISBN-10: 020501626X  |  ISBN-13: 9780205016266
This online resource is available at no cost.

Show Downloadable Files

Hide Downloadable Files

|

More Info

Building Bridges: The Allyn & Bacon Student Guide to Service-Learning
Hamner
©2002  |  Pearson  |  Paper; 128 pp  |  Out of Stock
ISBN-10: 0205319742  |  ISBN-13: 9780205319749
Suggested retail price:  $43.80Net price: $32.85  (What's this?)More Info

Contemporary Readings in Psychology: A New York Times Reader
Coats
©2000  |  Pearson  |  Paper; 126 pp  |  Instock
ISBN-10: 0139775137  |  ISBN-13: 9780139775130
Suggested retail price:  $43.60    Buy from myPearsonStoreNet price: $32.70  (What's this?)More Info

CPS RF Classroom Performance System
eInstruction
©2010  |  Pearson  |  Electronic Supplement  |  Available
ISBN-10: 020577864X  |  ISBN-13: 9780205778645
This online resource is available at no cost.
More Info

How to Write Psychology Papers, 2/E
Parrott
©1999  |  Pearson  |  Paper; 144 pp  |  Instock
ISBN-10: 0321044665  |  ISBN-13: 9780321044662
Suggested retail price:  $49.20    Buy from myPearsonStoreNet price: $36.90  (What's this?)More Info

iClicker Classroom Response System
iClicker & Allyn & Bacon/Longman
©2008  |  Pearson  |  Electronic Supplement  |  Available
ISBN-10: 0205594506  |  ISBN-13: 9780205594504
This online resource is available at no cost.
More Info

InterWrite PRS RF (Personal Response System)
InterWrite PRS & Allyn & Bacon/Longman
©2005  |  Pearson  |  Electronic Supplement  |  Available
ISBN-10: 0205436951  |  ISBN-13: 9780205436958
This online resource is available at no cost.
More Info

Introductory Psychology DVD Set for Psychology
Pearson
©2006  |  Pearson  |  DVD  |  Instock
ISBN-10: 0131754327  |  ISBN-13: 9780131754324
Suggested retail price:  $0.00Net price: $0.00  (What's this?)More Info

Live!Psych
Wade & Tavris
©2004  |  Pearson  |  On-line Supplement  |  Live
ISBN-10: 0130487325  |  ISBN-13: 9780130487322
This online resource is available at no cost at http://www.prenhall.com/kassin.
More Info

Mind Matters CD-ROM
Hilton & Perdue
©2000  |  Pearson  |  CD-ROM Only  |  Instock
ISBN-10: 0130272787  |  ISBN-13: 9780130272782
Suggested retail price:  $38.60    Buy from myPearsonStoreNet price: $28.95  (What's this?)More Info

MySearchLab -- Standalone Access Card
Pearson
©2010  |  Pearson  |  Access Code Card  |  Instock
ISBN-10: 0205699413  |  ISBN-13: 9780205699414
URL:  http://www.mysearchlab.comSuggested retail price:  $41.20    Buy from myPearsonStoreNet price: $30.90  (What's this?)More Info

MyTest Test Bank for APA Student Learning Outcome Assessments
Pearson
©2012  |  Pearson  |  On-line Supplement  |  Live
ISBN-10: 0205215734  |  ISBN-13: 9780205215737
This online resource is available at no cost.
More Info

Observations Video, Children and Their Development, 6/E
Kail
©2012  |  Pearson  |  DVD  |  Estimated Availability : 12/30/2011
ISBN-10: 0205034950  |  ISBN-13: 9780205034956
Suggested retail price:  $33.33Net price: $25.00  (What's this?)More Info

Pearson Teaching Films for Introductory Psychology 2008 (for Instructors)
Pearson
©2009  |  Pearson  |  DVD  |  Instock
ISBN-10: 0205652808  |  ISBN-13: 9780205652808
Suggested retail price:  $0.00Net price: $0.00  (What's this?)More Info

SPSS Student Version 18.0 (standalone), 6/E
Pearson
©2011  |  Pearson  |  CD-ROM Only  |  Instock
ISBN-10: 0205020623  |  ISBN-13: 9780205020621
Suggested retail price:  $113.00    Buy from myPearsonStoreNet price: $84.75  (What's this?)More Info

Stress Management Workbook: Techniques and Self Assessment Procedures
Gramling & Auerbach
©1998  |  Pearson  |  Paper; 176 pp  |  Instock
ISBN-10: 0138539200  |  ISBN-13: 9780138539207
Suggested retail price:  $56.40    Buy from myPearsonStoreNet price: $42.30  (What's this?)More Info

Study Site for Child Developement
Pearson
©2010  |  Pearson  |  On-line Supplement  |  Live
ISBN-10: 0205034764  |  ISBN-13: 9780205034765
This online resource is available at no cost.
More Info

What Every Student Should Know About Avoiding Plagiarism
Stern
©2007  |  Pearson  |  Paper; 80 pp  |  Instock
ISBN-10: 0321446895  |  ISBN-13: 9780321446893
Suggested retail price:  $9.80    Buy from myPearsonStoreNet price: $7.35  (What's this?)More Info

What Every Student Should Know About Citing Sources with APA Documentation: Updated for APA Sixth Edition, 2/E
Anderson, Carrell & Widdifield
©2010  |  Pearson  |  Paper; 80 pp  |  Instock
ISBN-10: 0205795811  |  ISBN-13: 9780205795819
Suggested retail price:  $9.80    Buy from myPearsonStoreNet price: $7.35  (What's this?)More Info

What Every Student Should Know About Citing Sources with MLA Documentation, Update Edition
Greer
©2010  |  Pearson  |  Paper  |  Instock
ISBN-10: 0205715117  |  ISBN-13: 9780205715114
Suggested retail price:  $9.80    Buy from myPearsonStoreNet price: $7.35  (What's this?)More Info

What Every Student Should Know About Practicing Peer Review
Trim
©2007  |  Pearson  |  Paper  |  Instock
ISBN-10: 0321448480  |  ISBN-13: 9780321448484
Suggested retail price:  $9.80    Buy from myPearsonStoreNet price: $7.35  (What's this?)More Info

What Every Student Should Know About Preparing Effective Oral Presentations
Cox
©2007  |  Pearson  |  Paper; 96 pp  |  Instock
ISBN-10: 0205505457  |  ISBN-13: 9780205505456
Suggested retail price:  $9.80    Buy from myPearsonStoreNet price: $7.35  (What's this?)More Info

What Every Student Should Know About Procrastination
Hoffman
©2008  |  Pearson  |  Paper; 64 pp  |  Instock
ISBN-10: 0205582117  |  ISBN-13: 9780205582112
Suggested retail price:  $10.60    Buy from myPearsonStoreNet price: $7.95  (What's this?)More Info

What Every Student Should Know About Researching Online
Munger & Campbell
©2007  |  Pearson  |  Paper  |  Instock
ISBN-10: 0321445317  |  ISBN-13: 9780321445315
Suggested retail price:  $9.80Net price: $7.35  (What's this?)More Info

What Every Student Should Know About Study Skills
Pearson Longman
©2007  |  Pearson  |  Paper; 72 pp  |  Instock
ISBN-10: 0321447360  |  ISBN-13: 9780321447364
Suggested retail price:  $9.80    Buy from myPearsonStoreNet price: $7.35  (What's this?)More Info

What Every Student Should Know About Using a Handbook
Murray
©2009  |  Pearson  |  Paper; 80 pp  |  Instock
ISBN-10: 0205563848  |  ISBN-13: 9780205563845
Suggested retail price:  $9.80    Buy from myPearsonStoreNet price: $7.35  (What's this?)More Info

Back to top

MyPsychLab with Pearson eText -- Instant Access -- for Abnormal Psychology, 6/E
Oltmanns & Emery
©2010  |  Pearson  |  Website  |  Live
ISBN-10: 0205691323  |  ISBN-13: 9780205691326
Online purchase price: $85.00More Info  |  Students, buy access More Info

MyPsychLabPlus for Abnormal Psychology, 6/E
Oltmanns
©2011  |  Pearson  |  Website; 0 pp  |  Live
ISBN-10: 1256161179  |  ISBN-13: 9781256161172
Online purchase price: $76.00More Info

Back to top

MyPsychLab with Pearson eText -- Standalone Access Card -- for Abnormal Psychology, 6/E
Oltmanns & Emery
©2010  |  Pearson  |  Access Code Card  |  Instock
ISBN-10: 020576892X  |  ISBN-13: 9780205768929
URL:  http://www.mypsychlab.comSuggested retail price:  $109.33Net price: $82.00  (What's this?)More Info

Back to top

MyPsychLab with Pearson eText -- Instructor Access Code
Allyn & Bacon
©2008  |  Pearson  |  Digital Access Code  |  Available
ISBN-10: 0205594441  |  ISBN-13: 9780205594443
URL: http://www.pearsonhighered.com/catalog/aiv/customerType?catalog_code=mypsychlab-ab
More Info

Back to top

Give your students a choice! PearsonChoices products are designed to give your students more value and flexibility by letting them choose from a variety of text and media formats to best match their learning style and their budget.

Pearson Higher Education offers special pricing when you choose to package your text with other student resources. If you're interested in creating a cost-saving package for your students, see the Packages Tab.

• Abnormal Psychology, CourseSmart eTextbook, 6/E
  Oltmanns & Emery
  ©2010  |  Pearson  |  Electronic Book; 720 pp  |  Available
  ISBN-10: 0205689566  |  ISBN-13: 9780205689569
  Online purchase price: $66.99Brief Description  | 

  

  CourseSmart eTextbooks are a creative digital solution that offers the freedom and convenience of online, offline, and mobile access using a single platform. With a CourseSmart eTextbook, students can:

  • search the text

  • make notes online

  • print out reading assignments that incorporate lecture notes

  • bookmark important passages for later review

  • save money. As an alternative to purchasing the print textbook, students can subscribe to the same content online for a significant discount off the suggested list price of the print text.

  For more information, or to subscribe to the CourseSmart eTextbook, visit www.coursesmart.com (for customers in U.S. and Canada) or www.coursesmart.co.uk (for customers in Europe, Middle East, and Africa).

  More Info  |  Students, buy access
  

• MyPsychLab with Pearson eText -- Standalone Access Card -- for Abnormal Psychology, 6/E
  Oltmanns & Emery
  ©2010  |  Pearson  |  Access Code Card  |  Instock
  ISBN-10: 020576892X  |  ISBN-13: 9780205768929
  URL:  http://www.mypsychlab.comSuggested retail price: $109.33  Net price: $82.00  (What's this?)More Info
  

• Pearson Custom Library: Psychology
  Pearson
  ©2009  |  Pearson  |  On-line Supplement  |  Live
  ISBN-10: 0205702309  |  ISBN-13: 9780205702305
  This online resource is available at no cost at http://www.pearsoncustom.com/custom-library/the-pearson-custom-library-psychology.
  Brief Description  | 

  

  Create the perfect text! The Pearson Custom Library: Psychology offers a variety of Introduction to Psychology textbooks and supplements and Development/Lifespan textbooks that you can customize to fit your course.

  
  

  www.pearsoncustom.com keyword: psychology

  More Info
  

This product is a member of the following series. Click on the series name to see the full list of products in the series.

• MyPsychLab Series

• Pearson Custom Library: Psychology

Pearson Higher Education offers special pricing when you choose to package your text with other student resources. If you're interested in creating a cost-saving package for your students, browse our available packages below, or contact your Pearson Higher Education representative to create your own package.

Package ISBN-10: 0205758762 | ISBN-13: 9780205758760
©2010 | Instock (Additional assembly time required)
Suggested retail price: $167.60  Buy from myPearsonStore
Net price: $125.70  (What's this?)
This package contains:

Package ISBN-10: 0205746322 | ISBN-13: 9780205746323
©2010 | Instock
Suggested retail price: $167.60  Buy from myPearsonStore
Net price: $125.70  (What's this?)
This package contains:

Package ISBN-10: 0205713041 | ISBN-13: 9780205713042
©2010 | Instock
Suggested retail price: $167.60  Buy from myPearsonStore
Net price: $125.70  (What's this?)
This package contains:

Package ISBN-10: 0205759483 | ISBN-13: 9780205759484
©2010 | Instock (Additional assembly time required)
Suggested retail price: $197.20  Buy from myPearsonStore
Net price: $147.90  (What's this?)
This package contains:

Package ISBN-10: 0205746985 | ISBN-13: 9780205746989
©2010 | Instock (Additional assembly time required)
Suggested retail price: $167.60  Buy from myPearsonStore
Net price: $125.70  (What's this?)
This package contains:

Package ISBN-10: 0205817513 | ISBN-13: 9780205817511
©2010 | Instock (Additional assembly time required)
Suggested retail price: $197.20  Buy from myPearsonStore
Net price: $147.90  (What's this?)
This package contains:

Package ISBN-10: 0205822975 | ISBN-13: 9780205822973
©2010 | Instock
Suggested retail price: $171.60  Buy from myPearsonStore
Net price: $128.70  (What's this?)
This package contains:

Package ISBN-10: 0205804926 | ISBN-13: 9780205804924
©2010 | Out of Stock
Suggested retail price: $174.27  Buy from myPearsonStore
Net price: $130.70  (What's this?)
This package contains:

Package ISBN-10: 0205774601 | ISBN-13: 9780205774609
©2010 | Instock (Additional assembly time required)
Suggested retail price: $171.60  Buy from myPearsonStore
Net price: $128.70  (What's this?)
This package contains: