Download Full Version ebookmass - Visit ebookmass.

com

Clinical Assessment Workbook: Balancing Strengths

and Differential Diagnosis 2nd Edition – Ebook PDF
Version

https://ebookmass.com/product/clinical-assessment-workbook-
balancing-strengths-and-differential-diagnosis-2nd-edition-
ebook-pdf-version/

OR CLICK HERE

DOWLOAD NOW

Discover More Ebook - Explore Now at ebookmass.com

 Instant digital products (PDF, ePub, MOBI) ready for you
Download now and discover formats that fit your needs...

(eBook PDF) Advanced Health Assessment & Clinical

Diagnosis in Primary Care 6th Edition

https://ebookmass.com/product/ebook-pdf-advanced-health-assessment-
clinical-diagnosis-in-primary-care-6th-edition/

ebookmass.com

Differential Diagnosis in Dermatology 4th Edition, (Ebook

PDF)

https://ebookmass.com/product/differential-diagnosis-in-
dermatology-4th-edition-ebook-pdf/

ebookmass.com

Advanced Health Assessment of Women, Third Edition:

Clinical Skills and Procedures (Advanced Health Assessment
of Women: Clinical Skills and Pro) – Ebook PDF Version
https://ebookmass.com/product/advanced-health-assessment-of-women-
third-edition-clinical-skills-and-procedures-advanced-health-
assessment-of-women-clinical-skills-and-pro-ebook-pdf-version/
ebookmass.com

Analysis of Composite Laminates: Theories and Their

Applications 1st Edition Dinghe Li

https://ebookmass.com/product/analysis-of-composite-laminates-
theories-and-their-applications-1st-edition-dinghe-li/

ebookmass.com
The Murder Game Carrie Doyle

https://ebookmass.com/product/the-murder-game-carrie-doyle-2/

ebookmass.com

Colonial and Postcolonial Cyprus: Transportal Literatures

of Empire, Nationalism, and Sectarianism Daniele Nunziata

https://ebookmass.com/product/colonial-and-postcolonial-cyprus-
transportal-literatures-of-empire-nationalism-and-sectarianism-
daniele-nunziata/
ebookmass.com

High-Performance Web Apps with FastAPI: The Asynchronous

Web Framework Based on Modern Python 1st Edition Malhar
Lathkar
https://ebookmass.com/product/high-performance-web-apps-with-fastapi-
the-asynchronous-web-framework-based-on-modern-python-1st-edition-
malhar-lathkar-2/
ebookmass.com

TREASON John Echenim

https://ebookmass.com/product/treason-john-echenim/

ebookmass.com

Taylor and Hoyt's Pediatric Ophthalmology and Strabismus

6th Edition Christopher J. Lyons

https://ebookmass.com/product/taylor-and-hoyts-pediatric-
ophthalmology-and-strabismus-6th-edition-christopher-j-lyons/

ebookmass.com
Fundamentals of Financial Management 15th Edition – Ebook
PDF Version

https://ebookmass.com/product/fundamentals-of-financial-
management-15th-edition-ebook-pdf-version/

ebookmass.com
 To all the families who have a loved one challenged by a mental disorder.

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Brief Contents
preface xv

chapter 1
Introduction 1

chapter 2
Neurodevelopmental Disorders 16

chapter 3
Schizophrenia Spectrum and Other Psychotic Disorders 42

chapter 4
Bipolar and Related Disorders 79

chapter 5
Depressive Disorders 101

chapter 6
Anxiety Disorders 132

chapter 7
Obsessive-Compulsive and Related Disorders 158

chapter 8
Trauma- and Stressor-Related Disorders 180

chapter 9
Dissociative Disorders 232

chapter 10
Somatic Symptom and Related Disorders 246

chapter 11
Feeding, Eating, and Elimination Disorders 267

chapter 12
Sleep-Wake Disorders 298

chapter 13
Sexual Dysfunctions Disorders 309

vii

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
viii Brief Contents

chapter 14
Gender Dysphoria 319

chapter 15
Disruptive, Impulse-Control, and Conduct Disorders 327

chapter 16
Substance-Related and Addictive Disorders 347

chapter 17
Neurocognitive Disorders 377

chapter 18
Personality Disorders 392

chapter 19
Paraphilic Disorders 413

chapter 20
Other Conditions That May Be a Focus of Clinical Attention 419

chapter 21
Additional Cases for Assessment 424

viii

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Contents
preface xv

chapter 1
Introduction 1
Classification Systems 1
The DSM-5 Classification System 3
Balancing the Pathology Perspective 4
Assessment 5
Assessment Interview 6
Assessment Review 9
Structured Interviews 9
Standardized Measures 11
Psychometric Considerations 11
Broad-Based Instruments 12
Case Monitoring 13
Use of the Clinical Assessment Workbook 13
A Note on Education Policies and Accreditation Standards
and Objectives 14
Conclusion 15
References 15

chapter 2
Neurodevelopmental Disorders 16
Introduction 16
Disorders 16
Intellectual Disability 16
Communication Disorders 17
Autism Spectrum Disorder 17
Attention Deficit/Hyperactivity Disorder 18
Specific Learning Disorder 18
Motor Disorders 18
Tic Disorders 19
Assessment 19
Instruments 20
Emergency Considerations 23

ix

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
x Contents

Cultural Considerations 23
Social Support Systems 25
cases 26
Differential Diagnosis 40
References 41

chapter 3
Schizophrenia Spectrum and Other Psychotic Disorders 42
Disorders 42
Assessment 44
Emergency Considerations 47
Cultural Considerations 48
Social Support Systems 52
Differential Diagnosis 54
cases 56
References 74

chapter 4
Bipolar and Related Disorders 79
Assessment 80
Assessment Instruments 81
Emergency Considerations 84
Cultural Considerations 85
Social Support Systems 87
Differential Diagnosis 88
cases 89
References 98

chapter 5
Depressive Disorders 101
Disorders 101
Assessment 103
Assessment Instruments 104
Emergency Considerations 106
Cultural Considerations 107
Social Support Systems 110
Differential Diagnosis 112
cases 113
References 129

chapter 6
Anxiety Disorders 132
Disorders 132
Assessment 134
Assessment Instruments 135

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 xi
Contents 

Cultural Considerations 137

Social Support Systems 138
Differential Diagnosis 139
cases 141
References 156

chapter 7
Obsessive-Compulsive and Related Disorders 158
Disorders 158
Assessment 159
Assessment Instruments 159
Cultural Considerations 162
Gender 164
Social Support Systems 164
cases 167
References 178

chapter 8
Trauma- and Stressor-Related Disorders 180
Assessment 183
Assessment Instruments 183
Emergency Considerations 190
Cultural Considerations 191
Social Support Systems 195
Differential Diagnosis 197
cases 198
References 227

chapter 9
Dissociative Disorders 232
Disorders 232
Assessment 234
Cultural Considerations 235
Emergency Considerations 237
Social Support Systems 238
cases 239
References 244

chapter 10
Somatic Symptom and Related Disorders 246
Disorders 246
Assessment 247
Cultural Considerations 248

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xii Contents

Social Support Systems 249

Differential Diagnosis 250
cases 251
References 266

chapter 11
Feeding, Eating and Elimination Disorders 267
Assessment 269
Assessment Instruments 271
Emergency Considerations 273
Cultural Considerations 273
Social Support Systems 275
Elimination Disorders 277
Differential Diagnosis 277
cases 278
References 296

chapter 12
Sleep-Wake Disorders 298
Disorders 298
Assessment 302
Social Support Systems 303
cases 304
References 308

chapter 13
Sexual Dysfunctions Disorders 309
Disorders 309
Assessment 310
Cultural Considerations 311
Social Support Systems 311
cases 313
References 318

chapter 14
Gender Dysphoria 319
Disorders 319
Assessment 320
Cultural Considerations 320
Social Support Systems 321
cases 322
References 326

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 xiii
Contents 

chapter 15
Disruptive, Impulse-Control, and Conduct Disorders 327
Assessment Instruments 329
Emergency Considerations 331
Cultural Issues 331
Social Supports 333
cases 334
References 345

chapter 16
Substance-Related and Addictive Disorders 347
Disorders 347
Assessment 349
Assessment Instruments 349
Emergency Considerations 351
Cultural Considerations 352
Social Support Systems 355
Self-Help Groups 356
cases 358
Differential Diagnosis 374
References 374

chapter 17
Neurocognitive Disorders 377
Disorders 377
Assessment 378
Cultural Considerations 379
Social Support Systems 380
cases 382
Differential Diagnosis 390
References 391

chapter 18
Personality Disorders 392
Disorders 392
Assessment 394
Cultural Considerations 396
Social Support Systems 397
cases 398
References 412

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xiv Contents

chapter 19
Paraphilic Disorders 413
Overview 413
Paraphilic Disorders 413
Assessment 413
Cultural Considerations 414
Social Support Systems 414
cases 416
References 418

20 chapter
Other Conditions That May Be a Focus
of Clinical Attention 419
V-codes and z-codes 419
Assessment 420
Cultural Considerations 420
Social Support Systems 422
cases 423
References 423

chapter 21
Additional Cases for Assessment 424
cases 425

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Preface
Students in the various helping professions understand the need to be well-
versed in assessment and diagnosis in order to be successful in their jobs. Al-
though students generally do not have difficulty understanding the language
of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; APA,
2013), many are challenged by envisioning clients who might suffer from par-
ticular disorders. Furthermore, they have difficulty applying diagnostic criteria
appropriately to “real clients.” This situation forms the basis for writing this
workbook. From my own teaching experience, I find it critical to provide case
examples to students taking courses in abnormal psychology, clinical assess-
ment, psychopathology, and/or the DSM-5.
As a social worker, I have consciously attempted to balance the pathology
focus inherent in diagnostic processes with a focus on client strengths. In each
section, I discuss the potential impact of behaviors consistent with the diagnoses
on an individual’s social support system. In suggesting resources in each section,
an attempt was made to include information relevant to professionals, clients
themselves, and the clients’ significant others. Finally, with most scenarios I
included questions designed to focus student attention on the strengths of the
clients and their environment.
While clearly the focus of this workbook is on diagnosis, the author has
also attempted to include broader assessment information. First, a brief review
of relevant self-report and/or clinician-ratings scales is included in each sec-
tion. Practical suggestions for handling potential emergency situations also are
presented. In addition, discussion of relevant diversity issues related to each
section of clinical disorders is included to provide some direction for culturally
sensitive assessment.
This workbook will be accompanied by an online instructor’s answer key
designed to allow maximum flexibility in the workbook’s use in the classroom.
This answer key will include a diagnosis for each of the cases in the workbook,
allowing instructors to use the case vignettes as assignments or tests. In my own
classes, I use cases for small group discussions, homework assignments, and
take-home tests. Feedback from students suggests the cases are very helpful in
gaining an understanding of specific mental disorders.
The author relied heavily on her clinical experiences in devising case sce-
narios for this workbook. However, any resemblance between actual clients
and those presented herein is completely coincidental. The cases were developed
from the aggregation of experiences with clients in various practice settings.
Great care was exercised in obscuring any identifying information related to the
client upon whom a specific case scenario was based.

xv

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 About the Author
Elizabeth C. Pomeroy, PhD, LCSW, ACSW,
­received her master’s degree in social work from
the University of North Carolina at Chapel Hill.
She has 30 years of clinical social work experi-
ence with children, adolescents, adults, and fami-
lies in mental health and health settings. She was
awarded her PhD in social work from the
­University of Texas at Austin. She ­received the
Outstanding Teaching Award in 2014 from
the University of Texas’ Board of Regents. She
is the Co-Director of the Institute for Grief,
Loss and Family Survival at the UT School of
Social Work. She holds the Bert Krueger Smith
­Professorship in Mental Health and Aging. For
the past 20 years, she has taught clinical assessment and diagnosis to gradu-
ate, social work students. Her research interests have focused on the effective-
ness of ­mental health interventions for children, adults, and families as well as
­interventions related to grief and loss. In addition, she is the coauthor of The
Grief ­Assessment Workbook published by Cengage Learning.

xvii

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Acknowledgments
As with any large project, the author is indebted to a number of others for their
assistance and support in the process. I am gratefully indebted to my colleague,
Kathleen Anderson, for her editorial assistance with the second edition of this
workbook. Her editorial skills and knowledge of clinical social work contrib-
uted significantly to the completion of this textbook. In addition, I thank her
for her support through the final stages of the publishing process. Thanks to
Ted Knight, development editor, and Kailash Rawat, production manager, for
their invaluable assistance in shepherding this project through the stages of
production. I extend my gratitude to the entire staff of Cengage Learning and
their associates.
I would also like to thank Luis Zayas, Dean of the University of Texas,
School of Social Work, whose support and encouragement through this entire
process was invaluable. I am fortunate to be a part of such a collegial faculty.
Authoring a book is a lengthy, time-consuming process and would not be
possible without the sustenance that friends and family members provide. For
their continuous, unconditional, enthusiastic support and ability to lend an ear
when we needed one, I would like to provide a special thanks to Nancy Togar,
Charles and Loretta Prokop, Lori Holleran Steiker, and all my colleagues at the
School of Social Work. Lucy and Joy were always by my side.
I would like to thank the manuscript reviewers who offered helpful sugges-
tions for improving the second edition of this text. I found their comments most
thoughtful and instructive.

xix

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 The Clinical
Assessment Workbook

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Introduction
1
Classification Systems
Along with the use of tools and development of language, classification systems
are a distinctively human undertaking. One of the earliest classifications of
mental disorders can be traced back to Hippocrates in ancient Greece. This sys-
tem focused on characteristic symptoms associated with various imbalances in
the four humors: phlegm (associated with indifference, loss of interest in usual
activities, and sluggishness); blood (associated with rapid mood swings); black
bile (connected to profound melancholia); and yellow bile (resulting in confu-
sion, irritability, and aggressiveness).
Initially, researchers were motivated by the need to compile statistical or
­epidemiological information. The most universal of modern classification systems
for mental disorders have been the various versions of the ­Diagnostic and Statis-
tical Manual of Mental Disorders (DSM) produced by the A ­ merican ­Psychiatric
Association (APA). Although these systems grew to be widely a­ ccepted and were
incorporated into the World Health Organization’s I­ nternational ­Classification
of Diseases (ICD), controversies regarding the use of classification systems with
mental disorders have been present throughout their use.
These controversies continue beginning with the new DSM-5 definition of a
mental disorder itself, defined as “a syndrome characterized by clinically signifi-
cant dysfunction in an individual’s cognition, emotion regulation, or behavior
that reflects a dysfunction in the psychological, biological, or developmental
processes underlying mental functioning” (APA, 2013, p. 20). But to date, no
standard definition of a mental disorder or its underlying causes has been agreed
upon or scientifically proven. This is why in earlier versions (III, III-R, IV, and
IV-TR) the focus was atheoretical, to be used by practitioners of different con-
ceptual backgrounds since the underlying mechanisms were unknown. For this
reason, the diagnostic process focused on descriptive rather than etiological
criteria for various disorders based on clusters of symptoms since, to date, no
psychobiological cause for mental illnesses has been scientifically validated.
Although the DSM-5 retains specific categories in its pursuit of diagnostic
reliability similar to the biomedical model, a dimensional approach to diagno-
sis was incorporated into many combined diagnoses via crosscutting symptom
measures that are located in Section III of the DSM-5. A straight categori-
cal classification was found to be too limiting, resulting in many clients being
diagnosed with a disorder “not otherwise specified.” This move reflects the
recognition that mental disorders often have overlapping symptoms and can-
not be defined solely by their underlying mechanisms or symptom course. In
addition, the DSM-5 Task Force integrated a spectrum perspective believing
that many disorders lie on a continuum between psychopathology and normal
behavior. By focusing on the acuteness of symptoms as well as severity (versus

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
2 Chapter 1 Introduction

just determining whether diagnostic thresholds were met), it is hoped that clini-
cians will have more diagnostic latitude and that the DSM-5 will provide more
clinical utility. In addition, chapters were restructured so that disorders with re-
lated underlying vulnerability factors and symptom characteristics appear next
to each other and are sequenced across the developmental lifespan. Similarly,
many disorders have included developmentally sensitive symptoms of disease
manifestations for both children and adults, such as bipolar disorder in children
(APA, 2013).
Another set of concerns has focused on the attribution of pathology in men-
tal illness that often falls to the individual. As the definition clearly states, a
mental disorder must be associated with “significant distress or disability in so-
cial, occupational or other important areas of functioning” (APA, 2013, p. 20).
More specifically stated, environmental influences on the individual are often
ignored, thereby affixing exclusive “blame” on the individual even though the
problem may well stem from or be exacerbated by people and situations in the
individual’s sphere of influence. This set of concerns led to the development of
a multiaxial approach to diagnosis that included consideration of medical and
psychosocial situations that contribute to the disorder and/or will likely affect
attempts to treat the disorder. However, it must be noted that many felt that the
multiaxial system in later versions of the DSM did not sufficiently address this
concern. Some experts on the DSM-5 Task Force believed that psychosocial and
environmental factors were still being ignored over biomedical and psychobio-
logical factors. At the same time, others felt that the five axes assessment tool
was too cumbersome, ineffectual, and unused.
The current version of the DSM, the DSM-5, is the seventh edition of the
manual. In the initial two versions, the manual included a listing of mental
disorders with some discussion regarding the likely etiology of each disorder.
Beginning with the DSM-III (APA, 1980), several striking changes occurred.
Most prominent, the emphasis in presenting disorders was moved from a more
global focus on the broader disorder to a description of specific behavioral
symptoms. The motivation for this change was primarily to increase the re-
liability of diagnoses. Also, the multiaxial system was introduced as a way
to communicate relevant information. The DSM-III-R (APA, 1987) saw the
advent of many comprehensive changes to classifications and diagnostic crite-
ria sets with numerous disorders and descriptive text added while others were
deleted. However, challenges that resulted included the adoption of a coding
system that many experts felt pathologized mental disorders, especially the
personality disorders (Axis II). The empirical focus and medical model that
began in the DSM-III was continued in the DSM-IV (APA, 1994). In response
to criticism that diagnostic criteria were too inclusive, the “clinically signifi-
cant” diagnostic criterion was added to many disorders. The move toward
cultural sensitivity and understanding underlying cultural differences began
here along with the inclusion of culture-specific syndromes. Significant changes
were made to Axis IV to help with clinical utility. However, diagnosis based on
descriptive symptoms (when etiology is unknown) was leading to an increase
in the number of disorders and comorbidity. Also, in DSM-IV, the growth in
the use of the diagnostic category “not otherwise specified” (NOS) began and
continued with the DSM-IV-TR (APA, 2000). As the name itself implies, the
DSM-IV-Text Revision’s (DSM-IV-TR) main objective was to bring the text up
to date with available research and to clarify ambiguities. To address criticism

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 The DSM-5 Classification System 3

and misinterpretation, instructions for making an Axis V “Global Assessment

of Functioning” (GAF) were incorporated into this revised edition. However,
problems with acceptance and utility of the multiaxial system continued.

The DSM-5 Classification System

A major change to the DSM-5 was the move to truncate the multiaxial system.
Former Axes I, II, and III will be combined into one that covers major men-
tal disorders, personality disorders, intellectual disabilities as well as general
medical conditions. Psychosocial, environmental factors and assessment of
functioning/disability (formerly Axes IV and V) will now be made through an
expansion of ICD-9-CM V-codes and the forthcoming ICD-10-CM, Z codes
(found in parentheses) as well as course, severity, and descriptive features’ speci­
fiers located throughout the text in addition to dimensional assessment tools
found in Section III of the DSM-5 (APA, 2013). Course specifiers (e.g., partial
remission, full remission) are found in many of the disorder criteria sets to add
additional information on illness patterns (e.g., current, past, and changes in
mental health status). Severity specifiers (e.g., mild, moderate, severe) are used
to assess impairment that will in effect help verify the presence of a mental
disorder. Descriptive features’ specifiers help delineate differences within a dis-
order (e.g., conduct disorder, with limited prosocial emotions specifier) as well
as to help improve differential diagnosis (e.g., OCD, with poor insight).
Many existing special features in the DSM were broadened to improve
diagnostic and clinical utility with notation of issues related to suicide, culture,
and gender. For example, many disorders will now identify suicide risk and be-
havioral patterns, especially those with validated vulnerabilities (e.g., anorexia
nervosa). Also, suicidal ideation will be identified as part of the cross-cutting
symptom assessment measures as well as two new associated conditions for
further study in Section III of the DSM-5. The dilemma of comorbidity and
the coexistence of multiple disorders within an individual have been well docu-
mented and are known to impact the entire clinical process from diagnosis to
outcome. As a result, comorbid conditions will be highlighted in many disor-
ders where rates are high (e.g., Disruptive Mood Dysregulation Disorder) in an
effort to improve diagnosis and treatment.
The advantages and disadvantages of this move to a non-axial system of
diagnosis with separate notations for psychosocial, contextual, and disability
factors will be evaluated in the coming years. Given the complexity of mental
disorders, social workers must continue to serve and view our clients from a
strengths perspective and not to lose sight of our person-centered approach. As
the DSM-5 points out, a mental disorder cannot be “an expectable or culturally
approved response to a common stressor or loss, such as the death of a loved
one” (APA, 2013, p. 20). Furthermore, “socially deviant behavior (e.g., political,
religious, or sexual) and conflicts that are primarily between the individual and
society are not mental disorders unless the deviance or conflict results from a
dysfunction in the individual” (APA, 2013, p. 20).
Other controversies remain. Many fear that giving an individual a diag-
nosis inevitably results in certain negative “labeling” effects. Because mental
illness is associated with a significant amount of stigma, often the individual
may lose social support or be hindered in pursuing education or employment

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
4 Chapter 1 Introduction

goals if diagnosed with a mental disorder. Similarly, a diagnostic label may

dramatically alter expectations and consequently encourage the individual to
“live up to” (or down to) the label. Other professionals suggest that the increas-
ing application of the medical model in mental diagnoses is resulting in the
medicalization of mental illness, which in turn leads to the dramatic increase
in pharmacological treatment. For example, take the new diagnosis of Disrup-
tive Mood ­Dysregulation Disorder (DMDD). While many experts applaud the
concern to help reduce the over prescription of antipsychotic medications to
children, ­others question the need to create a new disorder in an attempt to cor-
rect the overdiagnosing of another disorder (Bipolar disorder in children—not
otherwise specified). Still another set of controversies has focused on the limited
utility of diagnostic systems. From this viewpoint, any system that is not pre-
scriptively linked to treatment protocols is insufficient.
Despite these concerns, the DSM has become the primary “language” used
by a variety of professionals to communicate about mental health and chemical
dependency problems. Diagnostic labels serve as shorthand for characterizing
both the type and the severity of problems a client may be experiencing. In
many instances, diagnoses are linked to eligibility for publicly funded treatment
programs. For persons with private insurance policies, the diagnosis determines
whether treatment will be covered as well as sets limits on the amount of service
a client may receive in treating the specific disorder, particularly in managed-
care arrangements. In short, familiarity with the DSM-5 (APA, 2013) classifica-
tion system is necessary in order for a professional to communicate effectively
with all treatment providers.

Balancing the Pathology Perspective

Although knowledge of the current DSM may be essential to practitioners in
the various helping professions, it should not be overlooked that in forming
diagnoses, the DSM orients its focus toward an individual’s deficits. In order to
minimize the possibility of negative labeling effects and to maximize the basis
for forming a therapeutic alliance with the client, it is essential that practitioners
strive to achieve some balance to this inherent emphasis on pathology.
Similarly, a DSM diagnosis is clearly focused on an individual. However,
all individuals exist in a complex environment, and components of that envi-
ronment inevitably are involved in the individual’s “problems.” In order to
understand someone’s situation thoroughly, practitioners must examine inter-
actions that precipitate or reinforce problematic behaviors. Also, a person’s
environment may include components that can assist directly or indirectly in
resolving problematic behaviors. Ideally, practitioners will use information
about an individual’s environment in formulating and executing a plan to ad-
dress the situation(s) described by their diagnosis.
Practitioners are encouraged to adopt principles of the strengths perspec-
tive in order to provide some balance in working with clients who have mental
disorders. Simply stated, the strengths perspective is grounded in the beliefs
that all persons have talents, goals, and confidence and that all environments
contain resources, people, and opportunities. Bringing the strengths present in
both the individual and his or her environment to bear in addressing problems

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Assessment 5

is viewed as empowerment (see Rapp, 1998, for an in-depth illustration of using

the strengths perspective in practice).
Much of the support for a strengths perspective derives from the experi-
ences in the mental health consumers’ movement and its emphasis on recovery.
Recovery does not imply that all symptoms are eliminated; instead, the em-
phasis in recovery is that one can lead a satisfying, hopeful, and contributing
life even though symptoms exist (and may continue). A first step in recovery is
acknowledging that one has a mental illness, a step made more accessible when
individuals perceive the illness as only a part of themselves (rather than who
they are). In addition, personal control, hope, purpose, and achievement are
considered essential ingredients to recovery. Finally, membership in some com-
munity is necessary, it is important that one or more persons in the environment
be able to attest to the aspects of the individual that are not related to the illness.
Social support and self-help opportunities are the building blocks of the
strengths perspective. Consequently, in this workbook, informational and or-
ganizational resources will be suggested that may be useful in supporting clients
and members of their social network. Although the Internet has brought a tre-
mendous number of resources to consumers and their support systems, there is
no systematic monitoring of Internet materials for quality or accuracy. Conse-
quently, practitioners are cautioned to inspect and evaluate suggested websites
personally (and repeatedly) before offering sites as resources.

Assessment
While a DSM-5 (APA, 2013) diagnosis is the shorthand description of a client’s
situation, assessment is a much broader term or process. Certainly, initial as-
sessment leads to diagnosis. However, assessment ideally is a much more ongo-
ing, collaborative, and detailed communication between a treatment provider
and a client. In this broader sense, assessment informs monitoring and evalua-
tive processes as well as diagnostic ones.
Many factors influence the breadth and depth of the assessment process.
For example, if meeting the client for the first time in a hospital emergency
room, it is likely that only the essential details of the presenting problem will
be explored in any depth. Frequently, the amount of information a client is
willing to divulge is limited, at least initially. As the rapport between practitio-
ner and client is established over time, the client is apt to be more comfortable
in sharing sensitive information or in discussing things that don’t necessarily
seem relevant at first. Typically, although there is pressure to move into treat-
ment planning rapidly, initial assessment stretches over several interactions
with the client.
It must also be noted that not all clients enter into a helping relationship on
a completely voluntary basis. Some clients may be required through some legal
system mechanism to receive treatment or at least be evaluated for their need
for treatment. In many more instances, family, friends, or even employers pres-
sure clients to obtain help for some specified concern. Regardless of the precise
mechanism, engaging the involuntary client is more challenging. Generally, the
practitioner must help the client find his or her own motivation or goals in order
to secure any real cooperation.

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
6 Chapter 1 Introduction

Although the assessment process is obviously unique to the individual, there

are some general principles that apply. Whenever possible, multiple sources
of information are preferred over sole reliance on the client’s perspective.
Additional sources of assessment data include (but are not limited to) data from
other professionals (e.g., medical, psychological, social, educational, spiritual,
or legal), relevant family members, and other persons who provide social sup-
port. In any particular situation, there may well be others who could provide
valuable data and/or perspectives.
Another guiding principle is that individual problems rarely occur in iso-
lation. Consequently, both the history of the client and his or her current life
context are essential in understanding the presenting problem. For example,
although a person may present with a specific relationship problem, it would be
important to review the person’s prior successes and failures in the social realm.
Similarly, it would be problematic to try to address this relationship problem
without knowing basic information about the client’s broader social and oc-
cupational functioning.
In a related issue, it is essential to view and process assessment data within
the client’s context. For example, thinking that is typical of young children
might be viewed as quite pathological if held by an adult of normal intelligence.
Beliefs that someone is trying to hurt the client may be viewed differently if
the client is a member of an oppressed population. Practitioners must strive
to become sensitive to the culture and/or circumstances that may impact the
­client’s life and must consistently interpret assessment data through a culturally
competent lens.

Assessment Interview
The most common approach to gathering assessment information is a semis-
tructured interview. The following outline delineates the range of data that is
generally desirable, although certain areas of information may be more or less
relevant in particular problem situations. The outline organizes the informa-
tion into logical sections. However, in actually conducting an initial interview,
practitioners seldom move through such an outline in a rigid, linear manner. In-
terviews tend to be more conversational. Consequently, this outline is intended
to specify the breadth of information that is possible to obtain (rather than to
supply an interview script).
I. Descriptive and Identifying Information
A. Name
B. Address
C. Home/cell phone number
D. Work phone number
E. Date of birth
F. Occupation
G. Income
H. Gender
I. Ethnicity
J. Dress and appearance
K. Personal hygiene
L. Marital status
M. Living arrangements (include names and relationship to client)

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Assessment 7

II. Description of Presenting Problem(s)

A. How long has the problem existed?
B. Has it occurred before?
C. What attempts has the client made to resolve the problem? If it is a
recurrent problem, what seemed to help resolve it in the past?
D. What kinds of resources does the client have to help resolve the
problem? Has he or she sought or received any treatment for this
problem?
E. Why did the client seek help now?
III. Developmental History [NOTE: For adult clients, little detail is usually
sought in this section other than possibly asking if there was anything
unusual about their early years. For children, the following information is
usually gathered from their parent or primary caregiver.]
A. Was the pregnancy planned?
B. Were there any problems during the pregnancy?
C. Were any medications or other substances used by the mother at any
time during the pregnancy? If so, what and when?
D. Were labor and delivery uneventful? If not, what happened?
E. Was the child born with any unusual medical conditions or physical
problems?
F. Did the child have a consistent caregiver during the first two years? Who?
G. Did the child crawl, walk, talk, and toilet train at the expected times?
When?
H. What opportunities did the child have to associate with same-age
peers?
I. Has the child incurred any significant problems or delays in school?
IV. Mental Status
A. Cognitive functioning
1. Does the client seem to be of normal intelligence?
2. Is the client oriented to person, place, and time?
3. Is there evidence of logical problem-solving thinking or capacities?
4. Does the client seem preoccupied by anything?
5. Is there evidence of delusional thinking? If so, are delusions bizarre?
6. Is the client’s thinking coherent and goal directed?
7. Does the client exhibit good judgment?
8. Does the client show any memory problems? If so, are they
immediate, recent, or remote?
9. Does the client report hearing or seeing things that others don’t
seem to hear or see?
10. Is there anything unusual about the client’s manner of speaking?
B. Emotional functioning
1. What emotions does the client describe in relation to the presenting
problem?
2. Do the client’s emotions appear to be congruent with the client’s
thoughts?
3. How has the client been feeling the majority of time over the past
year?
4. Has the client’s emotional state created difficulties for the client
recently? Over the past year?
5. How stable are the client’s emotions during the interview?

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
8 Chapter 1 Introduction

6. Does the client exhibit any blunting or flattening of affect?

7. Does the client seem unusually animated or expansive in his or
her expression of emotions?
C. Physical functioning/Medical history
1. Does the client’s level of energy or activity seem unusual (e.g.,
lethargy or hyperactivity)?
2. Does the client display any odd or peculiar motor behaviors (e.g.,
motor and/or vocal tics, mannerisms, or stereotypical movements)?
3. Does the client report any medical conditions or problems?
4. Has the client been examined by a physician during the past year?
Results of exam?
5. Does the client take any prescription medications for current
­ailments?
6. Does the client take any over-the-counter medications on a regular
basis?
7. Has the client ever had any psychological or mental health–­related
treatment in the past (including inpatient, outpatient, and/or
­psychotropic medications)? If so, describe in detail.
8. Does the client present with any disabilities?
D. Substance use
1 Does the client use alcohol? If so, what kind? How often?
2. Does the client use any other substances?
3. Has the client experienced any social, occupational, or legal
problems associated with his or her use of alcohol and/or
other drugs?
4. Has anyone ever encouraged the client to stop or cut back his or
her use of substances?
5. Has the client ever been treated for a drug or alcohol problem?
V. Relational Functioning
A. Family
1. Does the client reside with other family members?
2. What is the client’s relationship with other family members?
3. Does the client’s presenting problem involve other family
members?
4. Is there any history of family problems? Have any family mem-
bers had problems similar to the client’s current situation?
5. Would family members be willing to participate in treatment if
necessary?
B. Significant other
1. Does the client have a relationship with a significant other?
2. If so, what is the length of the relationship? The quality?
3. Does the client’s presenting problem involve the significant
other?
4. Would the significant other be willing to participate in treatment
if necessary?
C. Social support system
1. Does the client have close friends and/or acquaintances?
2. What is the quality of these relationships?
3. Does the client feel that these are supportive relationships?
4. Are any members of the client’s social support system involved in
the presenting problem?

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Assessment 9

VI. Occupational/School Functioning

A. Employment
1. Is the client employed? Underemployed? Unemployed?
2. If so, where is the client employed? Full-time? Part-time?
3. What is the client’s occupation?
4. If the client is not employed, is he or she retired?
5. Does the client’s presenting problem affect his or her job?
B. School
1. Is the client a student? Full-time? Part-time?
2. What is the client studying?
3. Does the client’s presenting problem affect his or her studies?
VII. Legal Problems
A. Does the client have current problems with the legal system?
B. If so, what types of problems?
C. Has the client had any history of problems with the legal system?
D. If so, what types of problems?
E. Has the client ever been convicted of a crime?
VIII. Diversity Issues
A. What is the client’s ethnicity?
B. What is the client’s nationality? If relevant, immigration status?
C. How acculturated does the client appear to be?
D. Is English the client’s first language? Second? Third?
E. What are some of the client’s beliefs about mental health issues?
F. Does the client engage in any religious or spiritual practices?
G. Has the client discussed his or her sexual orientation?
H. Does the client utilize any cultural resources?
I. Does the client perceive barriers to accessing resources?
IX. Client’s Strengths and Resources
A. What do you perceive to be the client’s strengths?
B. How can these strengths be utilized to assist the client in resolving the
current issues?
C. What client resources could be utilized to enhance coping?
D. What agency resources could be utilized to intervene with the client?

Assessment Review
In addition to the assessment interview, an assessment review can provide the
practitioner with an overall understanding of the client’s strengths and weak-
nesses in areas of psychosocial functioning (Pomeroy, Holleran, & Franklin,
2003). The chart in Table 1 can be completed by the practitioner during or
following an assessment interview. It provides a brief and easy-to-use guideline
for assessing clients in a variety of areas.

Structured Interviews
Although somewhat less commonly used in practice, a number of structured in-
terview schedules exist that are designed for diagnostic purposes. These instru-
ments may be particularly instructive for novice interviewers. Most frequently,
these approaches are utilized in conjunction with research studies because they
ensure that certain data about each client is obtained. Some agencies, as well,
prefer their clinicians to use these structured approaches.

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
10 Chapter 1 Introduction

Table 1 Person in Environment (PIE) Assessment

Determine whether each category is a problem or a strength, then rate each 1–5 for intensity on the scale below.
In some cells, notes will be more useful.

School/ Social Work

Personal Family Friends Work Community Intervention
Appearance
Biomedical/Organic
Developmental
issues/Transitions
Coping abilities
Stressors
Capacity for relationships
Social functioning
Behavioral functioning
Sexual functioning
Problem solving/
Coping skills
Creativity
Cognitive functioning
Emotional functioning
Self-concept
Motivation
Ethnic identification
Cultural barriers

© Cengage Learning®
Role functioning
Spirituality/Religion
Other strengths
C = concern
S = strength
N/A = not applicable
Scores for intensity of concern or strength:
1 = minimal intensity
2 = mild intensity
3 = average intensity
4 = above average intensity
5 = significant intensity

There are several instruments available for use with children, such as the
Children’s Interview for Psychiatric Syndromes (ChIPS) (see Weller, Weller,
Fristad, Rooney, & Schecter, 2000, for a review of its psychometric properties).
This instrument package includes both child and parent versions and is written
using simple language and short sentence structure to enhance comprehension
and cooperation. It screens for roughly 20 disorders and includes attention to
discerning psychosocial stressors. A second semistructured interview schedule,
the Diagnostic Interview for Children and Adolescents (DICA) (see Reich, 2000,
for a review of its psychometric properties), is considered particularly useful for
younger children.

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Exploring the Variety of Random
Documents with Different Content
 "En minäkään", Klaara läähättää.

He kiitävät yhä, kunnes äkkiä töksähtävät rantaan jonkun mökin

aidan taa. Eukko siinä pellollaan tonkii ja jää toljottamaan merkillisiä
tulokkaita.

"Onko teillä tuvassa ketään?" huutaa Klaara.

"Ei yhtä ristinsielua!"

He syöksyvät suoraan järveen. Eukko siunaillen rannalle.

"Emme me huku!" nauraa Pyry polskiessaan. "Meille tuli vain

kuuma, kun kauhea joukko härkiä hätyytti meitä!"

"Härkiä! Mistäs niitä olisi! Kun ei näillä main pitäisi olla ainuttakaan
härkää!"

"No sitten ne olivat lehmiä. Ja se on yhtä kamalaa. Onko teillä

kahvia? Meidän kahvimme meni tulen sammukkeeksi. Jos te keitätte
kahvia, on meillä kaikki muu, on nisuakin!"

Eukko köpitti pannua päälle panemaan. Ja kun neitoset viimein

vaatteissaan tupaan tulivat, höyrysi kahvi jo kupeissaan. Ja se
maistui ehkä yhtä hyvältä kuin olisi maistunut metsässä. Sillä ilma oli
raikasta täälläkin, akkunat auki ja ovi vielä lisäksi. Eukko oli
kalastajan vaimo ja tottunut tuuliin.

"Mitäs tuo ruskea on?" Pyry osoitti uteliaana pyttyä penkillä.

"Suolassa keitettyjä herneitä, semmoisia ruskeita löttösiä."

"Saako niitä maistaa?"

 "Syökää, hyvät ihmiset, jos maittaa!"

Herran ihme, kuinka ne olivat mainioita! Tytöt kyselivät ostaakseen

niitä herkkuherneitä. He olisivat laittaneet niitä joka päivä. Mutta ei
ollut. Oli itsekin saanut muualta.

"Mikä teillä jalassa on, kun onnutte?" kysyi Klaara.

"Koukkuhan siinä. Tulin astuneeksi veneessä. Eikä ole tullut pois

vedettyä."

"Näyttäkääs!"

Näkyihän siinä koukuntapainen ja punotti pahasti koko kantapää.

"Onko teillä mitään terävää?" —

"Onhan sillä Akuslilla partaveitsi. Mutta mitäs…?"

"Antakaahan tänne!"

Pian oli vettä kiehautettu kattilan pohjassa. Siinä Klaara huljutti

veistä ja vetäisi äkkiä aukon akan kantapäähän. Tuli siinä koukku ja
muuta moskaa lisäksi.

"Siinä on toinen Kreets", nauroi Klaara.

"Taitaapa jättää jomotus", tuumi akka tyytyväisenä, kun Klaara

puhtailla rievuilla oli sitonut haavan. "En minä maksusta", torjui hän,
"kun vielä nisutkin ja reta ja sokursipaleet ja kantapää! Minähän
tässä velassa. Kun tulen sinne käymään, tuon jonkun ahvenen
körilään tai hauen vetkaleen, kuinka sattuu Akustille nykäisemään!"

Virkeinä ja iloisina tytöt painalsivat kotiin.

 Hyvää tekivät aurinko ja vesi pitkin kesää Pyrylle. Iho ruskettui,
silmä kirkastui, ja voimaa lisääntyi talvenkin varaksi. Ja hyvää ne
tekivät muutenkin: avartui sydän ja tajusi mieli, että ei ole rakkautta
vain kodin piiriin rajoittaminen.
VI.

Ilta Satukannaksella.

Georg ja Birger Borg pistäytyivät Kaarilassa. He olivat kaukaisia

serkkuja, eivätkä he olleet nähneet tyttöjä eivätkä tytöt heitä sen
jälkeen kun aivan pieninä. Ja he suuresti ihmettelivät tyttöjen
"venymistä". Sitten he saivat olla Jorina ja Birinä, sillä Kaarilan
tytöthän eivät käyttäneet oikeita nimiä.

— Miksi he olivat Pyry, Polle, Ter, Kreets ja Untuva? — utelivat

pojat.

Kotinimet, mistä ne ovatkaan alkuisin! Sitä on vaikea välistä

arvata.

Pyry nyt oli pelkkää pyryä, ja Pollenkin huomasi helposti

johtuneeksi pitkistä sääristä. Ihan pienenä oli häntä sanottu
"Tähtisilmäksi".

"Se sopisi nytkin", ilmoitti Jori.

"Sopisi hän Keltaruusuksikin!"

 "Miksikä?"

Sitä ei selitetty. Se oli jännittävä salaisuus. Viime kesänä Polle oli

ollut matkalla ja saanut "kavaljeerin". Se oli ollut hirvittävän kohtelias
ja kysynyt, oliko Polle lukenut Jókain "Keltaruusua"? Se oli johtunut
hänen mieleensä, kun Polle oli niin lämpimänkeltainen! Niinkuin
Polle olisi joku kiinalaiskaunotar! Ja hän oli lähettänyt Pollelle
runonkin. Sen nimi oli "Keltaruusu", ja se alkoi näin:

"Keltaruusu, kaunis tyttö, orvonkukka tumma, monen

mielen sala-syttö, sydäntuskain summa!."

Ja he sanoivat, että se oli varmaan ollut suuri runoilija tai

valepukuinen prinssi! Mutta Pyry sanoi, että se oli joku
kauppamatkustaja tai henkivakuutusasiamies. Se oli vähän häijysti
sanottu.

Ter oli ollut alkuaan Pater.

"Hänessä onkin kunnianarvoisinta pyylevyyttä", vakuutti Bir,

"onhan hän yhtä paksu kuin piikakin! Ja hän on hirvittävän
järjestyksellinen."

Kreets oli lyhennys Lucretia Borgiasta. Miksi hän on juuri Lucretia

Borgia? Mahdotonta tietää. Ei hänellä ainakaan ole yhtäläisyyksiä
kuuluisan kaimansa kanssa. Sillä tuskin Lucretia Borgian nenä oli
pysty ja tuskin hän oli puvussaan sellainen kuin Kreets, äärimmäisen
huolimaton. "Kreets, sinulla on reikiä sukansäärissä! Kreets, oletko
sinä käyttänyt esiliinaasi uuniluutana? Kreets, mikä merkillinen
sinulla on päässä, onko se olevinaan hattu!"
 Untuvako? Ei hän muuta voisi ollakaan kuin Untuva. Isällekin hän
on vain Untuva, vaikka isä täsmällisesti sanookin toisia heidän
oikeilta nimiltään. Untuva on vasta kahdeksanvuotias, pehmoinen,
hentoinen, kevyt, kiltti ja suloinen, ihan kuin untuva.

"Olette aika lapsellisia!" arvosteli Jori. Hän oli jo toista kesää

ylioppilaana. Bir oli tämänkeväinen keltanokka.

"Jori on niin musta, että sopisi melkein Luigi Vampaksi, kun

hänellä vain olisi hartioita!" ihaili Kreets.

Oli elokuun ensimmäisiä päiviä. Ja kuu näkyi jo iltamyöhällä.

"Tänä iltana mennään Satukannakselle", ehdotti Ter.

Sinne mentiin veneellä. Georg ja Birger olivat kaupungin lapsia,

joten heistä soutaminen oli hauskaa harvinaisempana huvina.

He auttoivat innokkaasti voileipien teossa ja tarjoutuivat

kohteliaasti kantamaan kahvipannua ja eväskoria. Pannu oli oikea
nokitotto, sitä kun käytettiin vain tällaisilla retkillä, eikä siis maksanut
vaivaa puhdistaa sitä. Kreetsin oli tapana kantaa sitä seipäässä
olallaan "rosvolippuna". Mutta kun nyt Bir tarjoutui sitä kantamaan,
kääri Pyry sen paperiin.

Isä ja äiti jäivät kotiin ja Untuva.

"Miksi?" kysyi Jori.

"Meidän veneemme kantaa vain kuusi henkeä ja Untuvan."

"Eikö Untuva olekaan 'henki'!"

"Eikä Untuva enää pääse mukaan, kun on jo kosteat illat."

 Tultiin metsään ja kiivettiin kiertävää mäkitietä, jonka molemmin
puolin kasvoi valtavia kuusia.

"Tässä on Väärämäki", sanoi Kreets, "ja tässä Pyry aina kaatuu

suksilla."

"Ja tässä sinä olit taittaa niskasi pyörällä! Nähkääs, Kreets laski
polkupyörällä koko ajan vilkuillen taakseen; hän muka ei tarvitse
silmiä pysyäkseen pyörällä!"

"Minähän olin olevinani unkarilainen tyttö. Ne laskevat täyttä

vauhtia pustalla kuinka päin tahansa."

"Niin, mutta hevosella", sanoi Jori.

"Osaan minä olla Unkarilainen hevonenkin! Katsokaas!"

Kreets viskasi läntistyneet puolikenkänsä jaloistaan ja alkoi juosta

ylös mäkeä. Hän muistutti todella juoksijahevosta. Solakkana ja
notkeana, nilkat korkeina ja pää taakse heiteltynä hän juoksi
hengästymättä ylös mäen, samaa kyytiä alas, taas ylös ja alas
useaan kertaan ilman että hän edes huohotti.

Bir hakkasi ihastuksissaan kahvipannua puun kylkeen. Ter otti sen

varovana haltuunsa. Jorikin suvaitsi ihmetellä.

"Se ei ole mitään!" huudahti Polle, "Kreets voi liikuttaa

korviansakin!" — Se oli taito, jota he kaikki olivat Kreetsiltä
kadehtineet. Kreets oli valmis näyttämään kykyään, sillä hän arveli,
että pojat tulisivat vihreiksi kateudesta. Mutta Ter nipisti häntä. Kaikki
ei ole sopivaa.
 "Sinulla vasta on keuhkot ja nilkat", ihaili Bir. "Varmasti sinä
voittaisit Hanneksen!"

"Voitan minä sinutkin!"

Kreets kipaisi metsään, Bir kintereillä. He katosivat metsäpolulle,

joka luikerteli honkain lomitse. Päivänlasku leikki keltaisilla, pitkillä
rungoilla ja loi varjoja polun poikki. Oli niin houkuttelevaa noiden
kahden meno, että Ter lylleröi perässä kahvipannuineen, ja Pyry
unhottaen ison siskon arvokkuuden — jonka hän melkein aina
unhotti — porhalsi mukaan, ja Pollen hoikat nilkat värähtelivät.

Mutta Jori sanoi halveksien: "Eivätkö ole lapsellisia, Polly!" — Hän

sanoi Polly, koska se oli hienompaa ja muistutti Englantia, jonne hän
aikoi opintomatkalle. Ja sitten: oli kamalaa sanoa kaunista tyttöä
Polleksi!

Polle vastaili hajamielisenä Jorin arvokkaaseen puheluun,

kuunnellen apeana iloisia ääniä ja veneen kolinaa. Siellä olivat jo
ehtineet rantaan toiset, ja niillä oli hauskaa, sillä he eivät hävenneet
olla lapsellisia.

Tuossa kellui jo vesillä valkoinen vene, jonka kokkaan Ter oli

maalannut nimen: "Untuva". Se oli isän määräämä Untuvan
kunniaksi.

Ilta-aurinko kultasi välkkyviä virejä selällä. Rannoilla oli tyyntä, ja

puut näkyivät kuin kuvastimessa. Niissä kohdin, mihin veneen
synnyttämät laineet ehtivät, muodostivat honkien kuvaiset
kiemurtelevia käärmeitä.
 Ter istui jo perässä. Pyry komenteli rannalla. Kreets ja Bir riitelivät
paikasta ja olivat kaataa veneen.

Viimein päästiin asettumaan. Bir ja Jori soutivat. Kevyt vene kiiti

nuolena.

"Katsokaas! Tuo tuossa on Aarresaari!" Kreets viittasi kallioista

pikku saarta, jossa kasvoi koukeroisia mäntyjä. "Kun sinne ajaa yksi-
öisellä varsalla yksi-öistä jäätä pitkin, saa aarteen."

"Tuo tuossa on Juhannusniemi. Siinä me aina pidämme

juhannusta.
Näettekös, siinä on aina kuin juhannus: valkorunkoisia koivuja!"

"Te olette tainneet ristiä paikat mieleisiksenne". nauroi Jori.

"Melkein. Emme tiedä kaikkien oikeita nimiä. Ja sitäpaitsi se on

hauskaa. Katsokaahan tuota komeata hongikkoa, kuinka sen
kultaiset pilarit kuvastuvat juhlallisina veteen!"

"Muistuttaa kreikkalaisia pylväikköjä", ihaili Bir.

"Ihan niin! Me sanommekin sitä Propylaioniksi!"

"Mutta sitä saa varoen lähestyä veneellä. Huomaatteko tuota

miltei näkymätöntä viriä? Sen alla on haikala."

"Haikala?"

"Niin, sanomme siksi siinä viruvaa hietasärkkää. Se kaataa

helposti kokemattomain veneen."

"Kelpaisittepa luotseiksi vaikka Mississipille!"

 "Tottuuhan sitä, kun kaiket kesät on vesillä. Kohta ollaan perillä.
Tässä tämä soma niemi on Marianne-niemi. Siinä Polle kerran luki
Walakorven 'Mariannea', ja me muut parsimme korillisen sukkia."

"Olisitte sitten ristineet sen 'Sukkaniemeksi' tai 'Parsinneulaksi!'

ilvehti Jori.

"Ei. Marianne-niemi kuuluu runollisemmalta."

"Tuossa saaressa, missä tuo suuri petäjä on kaatumaisillaan, sain

minä yhtenä iltana kymmenen särkeä", sanoi Kreets.

"Emmekä me toiset saaneet mitään, kun oli niin kamalaa ajatella

koukussa olevia matoja!"

Vene solahti kaislikkoiseen rantaan.

"Eläköön ihana isänmaamme!" huudahti Bir välittömästi, heiluttaen

valkoista lakkiaan.

"Mihin arvelette tulleenne?" kysyi Pyry.

"Ellei tämä ole Satukannas, niin ei ole satu sitten kaunista!" julisti
Jori.

"Niin, tämä on Satukannas", sanoi Pyry. "On tällä toinenkin nimi.

Mutta meille tämä on Satukannas."

Kapea kannas yhdisti siinä mantereeseen pitkän, hongikkoa

kasvavan niemen. Molemmin puolin aukeni saarekas selkä.
Lännenpuolinen loisti kuin kultakuvastin, auringon juuri painuessa
sen syliin. Idän puolella kaartui mantereeseen pyöreä lahti, jonka
rantojen tummat lepät ja valkorunkoiset koivut kuvastuivat tarkasti
tyyneen pintaan. Sisempänä rannalla kasvoi honkia, ja niiden takana
tummaa tiheikköä, joka saattoi vahvojen runkojen välit näyttämään
salaperäisen mustilta. Keskipäivälläkin sellaista taustaa vastaan voi
hämäriköstä hohtava koivunrunko kummitella metsänneitona, joku
kannonpökkelö peikkona, ja niin oli satu ihan silmin nähtävissä.
Kannaksen kohdalla kasvoi kaislikkoa, minkä läpi vene niin somasti
kahahti. Ja kun se loppui, alkoi lumpeitten valkoinen vyö aina
Marianne-niemeen asti.

Bir ja Kreets rupesivat heti kyhäämään tulisijaa ja puuhaamaan

kahvinsaantia. Jori ihaili vielä toisten kanssa paikan kauneutta.

"Tunnustan, että olen ylpeä siitä, että isänmaani on Suomi,

tuhatjärvien ihana maa!"

Pyry elostui.

"Yhdyn sydämestäni sinuun! Meillä ei ole varaa matkustella

maamme kuuluja kohtia ihailemaan, mutta luulenpa, että joka
sopukka Suomessa on kaunis!"

"Oi, olisitpa keväisin täällä!" innostui Polle. "Silloin on Jämsänkoski

kuohuva Imatra, Jämsänjoki vuolas Vuoksi, Päijänne laaja Laatokka!
Näetkö Linnasten vuorta, miksi ei se voisi käydä meillä
Aavasaksasta ja nämä saarikkaat vedet Saimaasta! Katsos tätä
harjannetta, puuttuuko se paljon Punkaharjusta!"

Jori nauroi "'… vaan Häme siitä kallehin! Sen tuskin tiedän
vertaista…' Kaikki kunnia Hämeelle ja sen suloisille tyttärille!"

Kreets ja Bir olivat jättäneet kahvipannun oman onnensa nojaan ja

viskelivät rannalla "voileipiä". Toisista oli se niin hauskaa, että hekin
yhtyivät leikkiin. Pian välkkyivät "voileivät" pitkin pintaa, mikä
pitkissä, mikä lyhyissä hypyissä.

Kuinka herkullisina houkuttelevatkaan voileivät valkealla

pyyhinliinalla, kuinka suloinen onkaan sametinvihreä sammal
pöytänä, kuinka ihanana kiiltääkään musta pannu liekkien keskellä,
kuinka hauska on väistellä savua ja vahtia kuohuvaa kahvia, kuinka
soma tuoksu tulee palavista, tuoreista oksista ja rantaminttujen
hienosta hajusta, mihin yhtyy epämääräinen löyhäys vesikasveista ja
etäisen suon salaperäinen tuntu, joka sumun siivillä leijuu lähemmä!
Ja kaiken tämän yllä laskevan auringon kulta ja kohoovan kuun
hopeahärmä. Ne, jotka ovat kokeneet tätä ulko-ilmaretkillään,
muistelevat sitä aina mielihyvin.

Sanomaton hyväntunne täytti nytkin kaikkien sydämet, kun he

istuivat voileipien ja höyryävän kahvin kimppuun.

"Tämä on maailman parhainta kahvia!" vakuutti Bir.

"Juuri siksi, että se tulee savulta", sanoi Kreets.

Joka ainoa voileipä teki kauppansa ja pannu juotiin tyhjäksi.

Sen jälkeen alettiin "nauttia olemisen iloa", kuten Pyry sanoi. Hän
kiipesi veneen kokkaan, kietoutui vahvaan sadevaippaan ja antautui
onnen tunteen valtaan. Miksi hän oli niin onnellinen, sitä hän ei
tiennyt. Siksi kai, kun oli Satukannaksella.

Vaikeni vähitellen luonto. Silloin tällöin kuului väsähtänyt viserrys

tai hypähti unessaan häiriintynyt salakka vedenpintaan, jättäen
siihen hopeisen pyörylän. Kaislat kuin kuiskaillen kahisivat
veneenlaitoja vastaan.
 Pyry uneksi silmät auki ja hymyili. Sisäisestä sopusoinnustaan
riemuiten hän käänsi katseensa toisiin ja iloitsi heistäkin. Hekin kuin
täydensivät hänen sielunsa hyväntunnetta ja illan suloa. Polle nojasi
rannalla nuokkuvaa koivua vasten, ollen solakka ja valkoinen kuin
sekin. Jori loikoili siinä lähellä rantakivellä hyräillen hiljaa "Koivun
laulua". Valkoinen lakki loisti kuin jättiläislumme. Vastakkaisella
rannalla erottui päin himmenevää rusotusta Terin sininen puku
pehmein liikkein ja Birin notkea pojanvartalo. He pesivät
kahvikuppeja ja roiskuttivat nauraen vettä toistensa päälle. Lopuksi
he jäivät vellomaan vettä, joka kimaltelevin pisaroin kuin helminauha
liukuili heidän sormiensa lomitse.

Kreets sammutti loimahtelevaa nuotiota. Hän kantoi kahvipannulla

vettä. Joka kerta kun hän loiskahutti pannullisen tuleen, sihahtivat
kipinät kuin säihkyvät tähdet ylt'ympäri. Tuli tuiskahti ja valaisi koko
Kreetsin. Hiusten yli kiedottu punainen silkkiliina loisti silloin liekkinä,
punaiset liivit hehkuivat, ja valkoiset hihat ja esiliina läikähtivät kuin
lumi iltaruskossa, huolimatta siitä, että esiliinan oli musta pannu
vahvasti "varjostanut".

"Kun minä olen kaukana maailmalla, muistan aina tätä", kuului Jori
sanovan. Pyry huojutti hiljaa venettä, ja kaislat kahisivat, pikku
laineet liplattivat laitoja vasten.

Kohta lähdettiin. Satukannas jäi taakse.

"Ihana ilta!" sitä mieltä olivat kaikki, kun he sinä iltana laskeutuivat
levolle.
VII.

Pollen syntymäpäivä.

Elokuun kahdeksantena, oli Pollen syntymäpäivä.

Kunkin syntymä- ja nimipäivän edellä kävi salainen neuvottelu, ja

tuleva sankaritar tunsi itsensä avuttoman yksinäiseksi, sillä hänen
lähestyessään supattelevia sisariaan nämä loivat häneen
loukkautuneita katseita. Kreets sanoi, että syntymä- ja nimipäivä-
aatot olivat suuria katumuspäiviä asianomaiselle.

"Etkö sinä jo menisi käymään Liisi Grönin luo!" sanoi Pyry

ystävällisesti. Eivätkös ne vain vetäneet esiin mahdollisia ja
mahdottomia tuttavia!

"Ymmärrät kai, että olet valittu uhri!" huomautti Kreets.

Taas ne keksivät jotakin hullua, mietti Polle. Hän totteli kuitenkin ja

meni Liisi Grönin luo. Siellä ei ollut lainkaan hauskaa. Liisi näytteli
pukujaan ja tahtoi kähertää Pollen tukkaa. Polle haukotteli ja ajatteli,
kuinka ne mahtavat nauttia kotona. Kun hän viimein arveli, että kai
ne jo ovat jotakin valmiiksi saaneet, kiersi hän kotiin, mutkaten
metsän kautta, menettääkseen aikaa. Mutta kääntyessään
kotipolulle hän näki parin pitkiä sääriä ja kaksi ruskeata palmikkoa
vilahtavan tien kaarteessa. Ihan varmaan se oli Kreets.

Mutta kun hän tuli kotiin, istui Kreets kuin sfinksi kiikkutuolissa, ja
toiset tulivat meluten vinnin portaita ja kyselivät innokkaasti, oliko
hänellä ollut hauskaa.

"Senkin teeskentelijät", ajatteli Polle. "Nyt ne ovat kätkeneet

jotakin vinnille ja koettavat vetää nenästä!" Kunhan se ei vain olisi
mitään epämieluista, sillä sellaisestakaan ei ollut takeita!

Illempana haki isä uistintaan lähteäkseen järvelle.

"Taitaa olla jossakin vinnillä", tuumi hän.

"Minä kyllä haen!" Ter kipaisi heti etsimään.

"Pelkäävät isän löytävän", mietti Polle.

Kesäisin nukkuivat kaikki "isot tytöt" vinnillä "Terin galleriassa". Se

oli hatarasti laudoista kyhätty kamarin tapainen, jotta ilmaa siellä oli
tarpeeksi, ja Ter oli maalannut rumat seinät täyteen kirjavia kuvia.

Tänä iltana kukin sukelsi salaperäisenä sänkyynsä. Kreets vain

sanoi vetäessään peitteet korviinsa: "Herätä sitten minut, Polle, että
ennätän laulamaan!" Kohta sen jälkeen hän oli umpiunessa. Pian
nukkuivat Pyry ja Terkin. Polle kuuli heidän tasaiset hengenvetonsa.

Elokuun tummuus ja viileys täyttivät hataran vinttikamarin. Seinän

toisella puolella sirkahuttivat pääskyset unissaan. Matalasta
räystäsakkunasta valui nousevan kuun valo hopeisena juovana,
siirtyen vastapäiselle seinälle ja valaisten heleästi "Prinsessa
Ruususta". Se oli Terin maalaama suurelle kartongille.
Vaaleanpunaisessa puvussa sinisellä sohvalla istui prinsessa
Ruusunen ja kehräsi silmät kiinni. Ympäröivässä pensaikossa
jättiläisruusut loistivat kuin pihlajantertut syksyllä.

Kuu säkenöi Ruususen kultaisella tukalla ja hopeoitsi värttinän

kuontaloa. Ruusunen näytti hengittävän, huokasi ihan kuuluvasti ja
avasi silmänsä. Ne olivat kuin siniset tähdet. Sitten hän nousi
hymyillen ja kumartui suutelemaan Pollea otsalle.

"Hyvää huomenta, sisar Keltaruusu, onko prinssi Florestan jo

tullut?"

Sisar Keltaruusu nukkui nuoruuden viatonta unta.

Aamulla Ruusunen yhä hymyili hälle. Ja prinssi Florestan tuli ja otti

häntä kädestä, he kulkivat tuoksuvassa koivikossa, ja suloinen soitto
täytti ilman. Sävelet tulivat väristen ja arastellen kuin jostakin
kaukaa.

"Ne ovat isäni urut", sanoi prinssi Florestan, "tuolla ne näkyvätkin!"

Urkujen hopeiset torvet kimaltelivatkin koivunrunkojen lomitse.

Polle hieroi silmiään. Auringon säde sattui suoraan niihin. Hän

hymyili unelle ja todellisuudelle.

Missä hän oli? Jossakin pensaikossa hän nukkui, ja punaiset

ruusut hohtivat. Kuin prinsessa Ruusunen!

Hän risti hartaana kätensä, ja ilo läikähti läpi sydämen. Oli niin
juhlallista ja hauskaa. Millä ihmeellä ne ovat voineet niin hiljaa…?
Koivunoksia ne olivat, niitä oli pystytetty ympäri sängyn ja niihin
pistetty tulipunaisia valmuja, hänen lempikukkiaan. Kyyneleet tulivat
silmiin pelkästä hyvästä mielestä. Kyllä ne keksivät! Ja ihan varmasti
juuri silloin lauloivat, kun hän luuli urkujen soivan.

Aivan niin. Alhaalta portailta kuului supinaa ja sitten Kreetsin ääni:

"Varmasti hän ei ole herännyt semmoiseen hyminään! En minä

ainakaan heräisi, vaikka korvan juuressa sillä tavoin suristaisiin!" Ja
hän kuului aloittavan kimakasti: "Juokse porosein!", johon toiset
vähän viivästyen yhtyivät.

Polle pyrskyi. Aina samoja ne ovat!

Sitten seurasi "Sotilaspoika". Ja sitten meluten ylös, Untuva

pyörien suoraan sänkyyn.

"Joko sinä olet herännyt?"

"En!"

"Me toivotamme onnea prinsessa Ruususelle!" sanoi Pyry.

"Yhtyn seuraavaan puhujaan!" ilkamoi Kreets. Ter taputti Pollea

päälaelle ja Untuva kuristi kaulasta.

"Miten sinä Ruususesta, Pyry!" Ja Polle kertoi unensa taikka

näkynsä… ei hän ollut selvillä mitä se oikeastaan oli. Se oli
jokaisesta ihmeellistä. Untuva oli jäykkänä jännityksestä, ja Kreets
huudahti:

"Semmoista se on, kun ihmisellä on syntymäpäivä kesällä, että

saa nukkua vinnillä!" Hän oli syntynyt uudenvuodenpäivänä.

Ter oli iloinen Ruususensa puolesta, koska se osasi olla oikein

elävä prinsessa. Pyry sanoi, että hän toivoo Pollen elämän olevan
ruusuista satua!

"Tullaanko sieltä?" huuteli äiti alhaalta, "kahvi jäähtyy!"

Polle nykäistiin vuoteesta, ja tuossa tuokiossa oltiin

kahvipöydässä. Se oli soma. Valmuja, kakku, vielä höyryävä…
Mutta? — Polle purskahti nauruun. Pöydän vieressä seisoi nojallaan
hervoton miesparka tummanpunaisin naamoin. Kädessä sillä oli
suuri pahvipala, johon hiilellä oli "präntätty": "Onnea omalle
vaimolleni!"

"Niin, näetkö!" Ja sitten he kertoivat, miksi Pollella eilen oli ollut

niin pitkä päivä. He tahtoivat keksiä jotakin uutta. Ja Ter oli kuullut
Ylisen Bertalta, että Bertan äiti oli kertonut, kuinka hänen kotonaan
joku palvelustyttö oli täyttänyt seitsemäntoista ja he olivat kyhänneet
sille miehen kuvan, jolle olivat panneet kirveen käteen. Seuraavana
vuonna se tyttö oli naimisissa puusepän kanssa.

"Oi, voi!" valitti Polle, "missä on se puuseppä, joka minun pitää

naida!"

"Ei sinun tarvitsekaan nyt puusepälle!" Siksi he eivät panneetkaan

kirvestä käteen, vaikka sen olisi niin helposti saanut liiteristä.
Mutta he pelkäsivät, että Polle silloin heti syöksyisi naimisiin vanhan
Pihlin kanssa.

"Minusta se näyttää intiaanilta!"

"Niin", selitti Ter. "Minä olin juuri maalaamassa naamaa, kun

Kreets lensi metsästä, ja silloin vedin liiaksi punamultaa. Pyry
sanoikin: 'Voi, voi, nyt siitä tulee intiaani — ja Polle luulee, että
hänen pitää intiaanille'. Mutta Kreets lohdutti sillä, että hän olisi
autuas, jos joku intiaani huolisi hänet!"

"Ah, hän olisi siis uskoton Viktor-kreiville?" huokasi Polle.

"Mille Viktor-kreiville?" kysyi äiti.

"Erland-enon pojan-pojan-pojalle!"

"Se kiipee vinnin-akkunasta ja pudottaa pääskysen pesän", selitti

Untuva.

"Onpas taas Luigi Vampaa!" halveksi Kreets.

Mutta Untuva ei nyt loukkaantunutkaan. "Se on mummon kirstussa

eikä ole muu kuin rosvo", sanoi hän levollisesti.

"Mitä te taas olette hullutelleet!" torui äiti.

"Sitten me lennätimme sen vinnille piiloon…"

"Ja sitten isä aikoi hakea uistinta sieltä, ja teille tuli hätä!"

"Niin, ajatteles, jos isä olisi löytänyt sen ja tuoda roikuttanut sitä
alas ja murissut: mikä tämä on? Kuka minun vaatteeni tähän on
tupannut? Siinä olisivat olleet hyvät humalat hukassa!"

Pitkin päivää kesti iloa, ja Polle oli vapaa työstä. Olihan hänellä
juhlapäivä.

Illalla äiti itse peitteli Pollen sänkyyn. "Jumala siunatkoon äidin

pikku tyttöä taas hänen uudessa vaiheessaan!" sanoi hän
yksinkertaisesti.
 Hetkeä myöhemmin nukkui Polle, niinkuin toisetkin, raikasta unta,
huulilla hymy ja otsalla puhtaus, heijastus nuoren sielun kirkkaista
unelmista.
Welcome to our website – the ideal destination for book lovers and
knowledge seekers. With a mission to inspire endlessly, we offer a
vast collection of books, ranging from classic literary works to
specialized publications, self-development books, and children's
literature. Each book is a new journey of discovery, expanding
knowledge and enriching the soul of the reade

Our website is not just a platform for buying books, but a bridge
connecting readers to the timeless values of culture and wisdom. With
an elegant, user-friendly interface and an intelligent search system,
we are committed to providing a quick and convenient shopping
experience. Additionally, our special promotions and home delivery
services ensure that you save time and fully enjoy the joy of reading.

Let us accompany you on the journey of exploring knowledge and

personal growth!

ebookmass.com