Clinical Interviewing 6th Edition (eBook

PDF)
Visit to download the full and correct content document:
https://ebooksecure.com/download/clinical-interviewing-6th-edition-ebook-pdf/
CONTENTS
Cover
Title Page
Copyright
Dedication
Preface
Language Choices
What's New in the Sixth Edition?
Access to Videos and Additional Content
Using the Online Instructor's Manual and Ancillary Materials
Acknowledgments
About the Authors
Part One: Foundations of Clinical Interviewing
Chapter 1: An Introduction to the Clinical Interview
Learning Objectives
Chapter Orientation
Welcome to the Journey - Video 1.1
What Is a Clinical Interview? - Video 1.2
Clinical Interviewing versus Counseling and Psychotherapy - Video
1.3
A Learning Model for Clinical Interviewing - Video 1.4
Multicultural Competencies - Video 1.5
Multicultural Humility - Video 1.6
Summary
Suggested Readings and Resources
Chapter 2: Preparation
Learning Objectives
Chapter Orientation
The Physical Setting - Video 2.1
Professional and Ethical Issues - Video 2.2
Multicultural Preparation - Video 2.3
 Stress Management and Self-Care - Video 2.4
Summary
Suggested Readings and Resources
Chapter 3: An Overview of the Interview Process
Learning Objectives
Chapter Orientation
Stages of a Clinical Interview - Video 3.1
The Introduction - Video 3.2
The Opening - Video 3.3
The Body - Video 3.4
The Closing - Video 3.5
Ending the Session (Termination) - Video 3.6
Summary
Suggested Readings and Resources
Part Two: Listening and Relationship Development
Chapter 4: Nondirective Listening Skills
Learning Objectives
Chapter Orientation
Listening Skills - Video 4.1
Adopting a Therapeutic Attitude - Video 4.2
Why Nondirective Listening Is Also Directive - Video 4.3
The Listening Continuum in Three Parts - Video 4.4
Nondirective Listening Behaviors: Skills for Encouraging Client Talk
- Video 4.5
Ethical and Multicultural Considerations - Video 4.6
Not Knowing What to Say
Summary
Suggested Readings and Resources
Chapter 5: Directive Listening Skills
Learning Objectives
Chapter Orientation
Directive Listening Behaviors: Skills for Encouraging Insight - Video
 5.1
Questions - Video 5.2
Ethical and Multicultural Considerations When Using Directive
Listening Skills - Video 5.3
Summary
Suggested Readings and Resources
Chapter 6: Skills for Directing Clients Toward Action
Learning Objectives
Chapter Orientation
Readiness to Change - Video 6.1
Skills for Encouraging Action: Using Questions - Video 6.2
Using Educational and Directive Techniques - Video 6.3
Ethical and Multicultural Considerations When Encouraging Client
Action - Video 6.4
Summary
Suggested Readings and Resources
Chapter 7: Evidence-Based Relationships
Learning Objectives
Chapter Orientation
The Great Psychotherapy Debate
Carl Rogers's Core Conditions - Video 7.1
Other Evidence-Based Relationship Concepts - Video 7.2
Evidence-Based Multicultural Relationships - Video 7.3
Summary
Suggested Readings and Resources
Part Three: Structuring and Assessment
Chapter 8: Intake Interviewing and Report Writing
Learning Objectives
Chapter Orientation
What's an Intake Interview? - Video 8.1
Three Overarching Objectives - Video 8.2
Factors Affecting Intake Interview Procedures - Video 8.3
 Identifying, Evaluating, and Exploring Client Problems and Goals
Obtaining Background and Historical Information
Assessment of Current Functioning
Brief Intake Interviewing - Video 8.4
The Intake Report - Video 8.5
Do's and Don'ts of Intake Interviews With Diverse Clients - Video
8.6
Summary
Suggested Readings and Resources
Chapter 9: The Mental Status Examination
Learning Objectives
Chapter Orientation
What Is a Mental Status Examination? - Video 9.1
Individual and Cultural Considerations - Video 9.2
The Generic Mental Status Examination - Video 9.3
When to Use Mental Status Examinations - Video 9.4
Summary
Suggested Readings and Resources
Chapter 10: Suicide Assessment
Learning Objectives
Chapter Orientation
Facing the Suicide Situation - Video 10.1
Suicide Risk Factors, Protective Factors, and Warning Signs - Video
10.2
Building a Theoretical and Research-Based Foundation - Video
10.3
Suicide Assessment Interviewing - Video 10.4
Suicide Interventions - Video 10.5
Ethical and Professional Issues - Video 10.6
Summary
Suggested Readings and Resources
Chapter 11: Diagnosis and Treatment Planning
Learning Objectives
 Chapter Orientation
Modern Diagnostic Classification Systems - Video 11.1
Defining Mental Disorders - Video 11.2
Diagnostic Interviewing - Video 11.3
The Science of Clinical Interviewing: Diagnostic Reliability and
Validity
Less Structured Diagnostic Clinical Interviews - Video 11.4
Treatment Planning - Video 11.5
Case Formulation and Treatment Planning: A Cognitive-Behavioral
Example - Video 11.6
Additional Cultural Modifications and Adaptations - Video 11.7
Summary
Suggested Readings and Resources
Part Four: Special Populations and Situations
Chapter 12: Challenging Clients and Demanding Situations
Learning Objectives
Chapter Orientation
Challenging Clients - Video 12.1
Motivational Interviewing and Other Strategies for Working Through
Resistance - Video 12.2
Assessment and Prediction of Violence and Dangerousness - Video
12.3
Demanding Situations: Crisis and Trauma - Video 12.4
Cultural Competencies in Disaster Mental Health - Video 12.5
Summary
Suggested Readings and Resources
Chapter 13: Interviewing Young Clients
Learning Objectives
Chapter Orientation
Considerations in Working With Young Clients - Video 13.1
The Introduction - Video 13.2
The Opening - Video 13.3
The Body of the Interview - Video 13.4
 Closing and Termination - Video 13.5
Culture in Young Client Interviews - Video 13.6
Summary
Suggested Readings and Resources
Chapter 14: Interviewing Couples and Families
Learning Objectives
Chapter Orientation
Challenges and Ironies of Interviewing Couples and Families -
Video 14.1
The Introduction - Video 14.2
The Opening - Video 14.3
The Body - Video 14.4
Closing and Termination - Video 14.5
Special Considerations - Video 14.6
Diversity Issues - Video 14.7
Summary
Suggested Readings and Resources
Chapter 15: Electronic and Telephonic Interviewing
Learning Objectives
Chapter Orientation
Technology as an Extension of the Self - Video 15.1
Definition of Terms and Communication Modalities - Video 15.2
Non-FtF Assessment and Intervention Research - Video 15.3
Ethical and Practical Issues: Problems and Solutions - Video 15.4
Conducting Online or Non-FtF Interviews - Video 15.5
Multicultural Issues: Culture and Online Culture - Video 15.6
Summary
Suggested Online Training Resources
Appendix: Extended Mental Status Examination Interview Protocol
Preparation
MSE Categories
Evaluating and Communicating Results
 References
Author Index
Subject Index
End User License Agreement

List of Tables
Table 2.2
Table 3.1
Table 3.2
Table 3.3
Table 3.4
Table 3.5
Table 3.6
Table 4.1
Table 4.2
Table 5.1
Table 5.2
Table 5.3
Table 6.1
Table 8.1
Table 8.2
Table 9.1
Table 9.2
Table 9.3
Table 9.4
Table 10.1
Table 10.2
Table 10.3
Table 11.1
Table 12.1
Table 12.2
Clinical Interviewing
Sixth Edition

John Sommers-Flanagan
Rita Sommers-Flanagan
Copyright © 2017 by John Wiley & Sons, Inc. All rights reserved.
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.
Published simultaneously in Canada.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or
by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as
permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior
written permission of the publisher, or authorization through payment of the appropriate per-copy fee to
the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax
978-646-8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be
addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ
07030, 201-748-6011, fax 201-748-6008, or online at www.wiley.com/go/permissions.
Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in
preparing this book, they make no representations or warranties with respect to the accuracy or
completeness of the contents of this book and specifically disclaim any implied warranties of
merchantability or fitness for a particular purpose. No warranty may be created or extended by sales
representatives or written sales materials. The advice and strategies contained herein may not be
suitable for your situation. You should consult with a professional where appropriate. Neither the
publisher nor author shall be liable for any loss of profit or any other commercial damages, including but
not limited to special, incidental, consequential, or other damages. Readers should be aware that
Internet Web sites offered as citations and/or sources for further information may have changed or
disappeared between the time this was written and when it is read.
This publication is designed to provide accurate and authoritative information in regard to the subject
matter covered. It is sold with the understanding that the publisher is not engaged in rendering
professional services. If legal, accounting, medical, psychological or any other expert assistance is
required, the services of a competent professional should be sought.
For general information on our other products and services, please contact our Customer Care
Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986, or fax 317-572-4002.
Wiley publishes in a variety of print and digital formats and by print-on-demand. Some material included
with standard print versions may not be included in digital versions, secondhand editions, or in print-on-
demand. If this product refers to digital ancillaries, you may find information and instruction on how to
access them within this product. Items for some products may be available via
http://booksupport.wiley.com. For more information about Wiley products, visit www.wiley.com.
Library of Congress Cataloging-in-Publication Data
Names: Sommers-Flanagan, John, 1957- author. | Sommers-Flanagan, Rita, 1953-author.
Title: Clinical interviewing / John Sommers-Flanagan, Rita Sommers-Flanagan.
Description: Sixth edition. | Hoboken, New Jersey : John Wiley & Sons, Inc., [2017] | Includes
bibliographical references and index.
Identifiers: LCCN 2016013760 (print) | LCCN 2016014706 (ebook) | ISBN 9781119215585 (paperback) |
ISBN 9781119215608 (pdf) | ISBN 9781119215615 (epub)
Subjects: LCSH: Interviewing in mental health. | Interviewing in psychiatry. | BISAC: PSYCHOLOGY /
Psychotherapy / General.
Classification: LCC RC480.7 .S66 2017 (print) | LCC RC480.7 (ebook) | DDC 616.89–dc23
LC record available at http://lccn.loc.gov/2016013760
Cover design by Wiley
Cover image: © Melamory/Shutterstock
This is for the many and diverse students who are choosing to dedicate
their lives to helping others. May your skills develop throughout your
lifetime, and may they always be used for improving the lives of
individuals, couples, and families.
PREFACE
Clinical interviewing is the cornerstone of virtually all mental health work. It
involves integrating varying degrees of psychological or psychiatric
assessment and treatment. The first edition of this text was published in 1993.
We remain in awe of the continuing evolution and broad practical application
of clinical interviews in mental health settings.

Language Choices
We live in a postmodern world in which language is frequently used to
construct and frame arguments. The words we choose cannot help but
influence the message. Because language can be used to manipulate (as in
advertising and politics), we want to explain some of our language choices so
that you can have insight into our biases and perspectives.

Patients or Clients or Visitor

Clinical interviewing is a cross-disciplinary phenomenon. While revising this
text, we sought feedback from physicians, psychologists, social workers, and
professional counselors. Not surprisingly, physicians and psychologists
suggested that we stick with the term patient, whereas social workers and
counselors expressed strong preferences for client. As a third option, in the
Mandarin Chinese translation of this text, the term used was visitor.
After briefly grappling with this dilemma, we decided to primarily use the word
client in this text, except for cases in which patient is used in previously
quoted material. Just as Carl Rogers drifted in his terminology from patient to
client to person, we find ourselves moving away from some parts and pieces
of the medical model. This doesn't mean we don't respect the medical model,
but that we're intentionally choosing to use more inclusive language that
emphasizes wellness.

Sex and Gender

Sensitivity to multiple gender perspectives has complicated how gender is
referred to in conversation and in writing. Consistent with tradition and
contemporary perspectives, when possible, we used plural language (i.e.,
them, their, they). When speaking in the singular (as in case examples), we
use him or her, based on the identified gender of the person in the case. As
appropriate, we occasionally use the plural they when describing individuals
whom we know or suspect wouldn't ascribe to a binary gender designation.

Interviewer, Psychotherapist, Counselor, Therapist, Clinician, or

Practitioner
Sometimes it feels as though there are far too many choices in life. Because
this text was written for aspiring mental health professionals across several
disciplines, we've chosen not to rein in our choices. Consequently, we
alternate in a random and whimsical way from therapist to clinician to
interviewer to counselor to psychotherapist, and occasionally we throw in
practitioner. Our hope is for everyone to feel included.

What's New in the Sixth Edition?

The sixth edition has new content and new citations, and is consistent with
cutting-edge clinical interviewing research and practice. It's also 15% leaner
than its predecessor. This trimming was in response to reviewer feedback.
The outcome is increased clarity and instructional efficiency.

Cultural Content
Because culture and diversity are ubiquitous, we have integrated culture and
diversity throughout the text. Instead of finding multicultural content primarily
in one chapter, you'll find it everywhere. In addition:
The multicultural competencies are reworked to integrate the latest
research and policy.
Cultural humility, a new cultural orientation concept, is featured.
More case examples reflect cultural diversity, including LGBTQ-related
issues.

Essential Skills, Reorganization, and Advanced Skills

This text has always taken a unique approach to bridging foundational
clinical/counseling skills with advanced interviewing and assessment. From
our perspective, advanced assessment interviewing should always rest on a
foundation of basic skills, and students should explicitly learn how the two are
integrated. To help meet this instructional goal, we have made two
organizational changes in this edition.
1. The former Chapter 6, An Overview of the Interview Process, has been
 moved to Chapter 3. This gives students an earlier view of the big
interviewing picture.
2. We have divided the former Chapter 4, Directives: Questions and Action
Skills, into two chapters. The result: expanded skills coverage in Chapter
5, Directive Listening Skills, and Chapter 6, Skills for Directing Clients
Toward Action. This change strengthens and deepens coverage of specific
clinical skills that facilitate client insight and action.

Definitions and Clarity

The definition of clinical interviewing has been reworked and moved to the
very beginning of Chapter 1. There's also a new and informative discussion of
the difference between clinical interviewing and counseling or psychotherapy.

Case Examples to Facilitate Learning

There are more short case examples than ever. These concrete examples
help students “see” and apply interviewing skills and concepts.

Learning Objectives
Every chapter has reformulated and rewritten learning objectives to facilitate
active learning.

Ethics
Ethical issues are more prominent and integrated throughout the text. New
and updated discussions on clinician values, person-first versus disability-first
language, and clinician social behavior are featured.

Neuroscience
As appropriate, neuroscience concepts are discussed to help readers make
deeper links between what might be happening in the brain and clinical
interviewer and client behaviors.

Technology
Chapter 15 includes updated information on technology-based interviewing.
There's also a new section in Chapter 2 on using technology for note taking.

Clinician Stress Management and Self-Care

We have included more information and resources pertaining to the
importance of clinician self-care.

Suicide Assessment
Consistent with contemporary research and practice, the suicide assessment
chapter de-emphasizes suicide risk factors as a means for suicide prediction.
Instead, there's a stronger emphasis on clinician-client relational factors as
foundational to suicide prevention. In particular, methods for talking with
clients about suicide ideation, previous attempts, and other suicide-related
issues are clearer than anything we've seen in the literature.

Diagnosis and Treatment Planning

ICD-10-CM and DSM-5 are fully integrated into the diagnosis and treatment
planning material. In addition, the treatment planning section features new
evidence-based information on how to match client factors with treatment
strategies and techniques. This information will help clinicians develop
evidence-based treatment plans.

Couple and Family Interviewing

New content and case examples consistent with emotionally focused couple
therapy and the Gottman approach are provided.

All Chapters
Every chapter has been revised and edited using feedback from dozens of
graduate students and professors from various mental health disciplines
throughout the United States. In addition, every chapter also has new citations
and is updated to be consistent with the latest trends in clinical interviewing
research and practice.

Access to Videos and Additional Content

This edition comes with access to additional features via the enhanced ebook
version, which contains dynamic content to further enrich your understanding
of the text. Follow the instructions on the registration card at the back of the
book for access details. Th is interactive e-text features the following
interactivities:

Videos
Each chapter contains an extensive set of new videos introduced by us and
featuring counselors and clients demonstrating the techniques described in
the text. We've provided them to help you “see” and apply interviewing
techniques in different environments.

Practice Questions
At the end of each chapter, you will have the option to test your understanding
of key concepts by going through the set of practice questions supplied. Each
of these are tied back to the Learning Objectives listed at the start of each
chapter.

Using the Online Instructor's Manual and Ancillary

Materials
This text has an online instructor's manual and ancillary materials to help
make teaching clinical interviewing more pleasant and efficient. Through your
John Wiley & Sons sales representative or via the Wiley website, adopting this
text gives you access to the following instructional support:
An online instructor's manual, with supplementary lecture ideas,
discussion questions, and classroom demonstrations and activities
A test bank with more than 40 test items for each chapter
A downloadable set of generic PowerPoint slides geared to the textbook
chapters

Acknowledgments
Even on our bad days, we're aware of our good fortune as authors,
professors, and therapists. We not only get to hang out with each other and
write books but also get to publish with John Wiley & Sons. That's pretty close
to being born on third base.
This is where we're supposed to thank, acknowledge, and honor everyone
who made this book possible. But because this is the sixth edition of Clinical
Interviewing, by now we're indebted to nearly everyone we've ever known. So
we begin with a general thanks to the many people who have lightened our
burdens, provided input and guidance, and offered emotional support.
More specifically, we want to thank our Wiley editors, Tisha Rossi and Rachel
Livsey. You've both been steady, responsive, and immensely helpful. Thanks
also to Stacey Wriston, Mary Cassells, Melissa Mayer, and other members of
the Wiley publishing team. We've never had a question unanswered or a
request denied.
In addition to our remarkable Wiley team, the following list includes individuals
who have contributed to this or other editions in one significant way or
another. You all rock.
Roberto Abreu, MS, EdS, University of Kentucky
Amber Bach-Gorman, MS, North Dakota State University
Carolyn A. Berger, PhD, Nova Southeastern University
Rochelle Cade, PhD, Mississippi College
Sarah E. Campbell, PhD, Messiah College
Anthony Correro, MS, Marquette University
Carlos M. Del Rio, PhD, Southern Illinois University Carbondale
Christine Fiore, PhD, University of Montana
Kerrie (Kardatzke) Fuenfhausen, PhD, Lenoir-Rhyne University
Kristopher M. Goodrich, PhD, University of New Mexico
Jo Hittner, PhD, Winona State University
Keely J. Hope, PhD, Eastern Washington University
David Jobes, PhD, Catholic University of America
Kimberly Johnson, EdD, DeVry University Online
Charles Luke, PhD, Tennessee Tech University
Melissa Mariani, PhD, Florida Atlantic University
Doreen S. Marshall, PhD, Argosy University-Atlanta
John R. Means, PhD, University of Montana
Scott T. Meier, PhD, University at Buffalo
Teah L. Moore, PhD, Fort Valley State University
Shawn Patrick, EdD, California State University San Bernardino
Jennifer Pereira, PhD, Argosy University, Tampa
Gregory Sandman, MSEd, University of Wyoming
Kendra A. Surmitis, MA, College of William & Mary
Jacqueline Swank, PhD, University of Florida
Christopher S. Taylor, MA, Capella University
John G. Watkins, PhD, University of Montana
Wesley B. Webber, MA, University of Alabama
Ariel Winston, PhD, Professional School Counselor
Janet P. Wollersheim, PhD, University of Montana
Carlos Zalaquett, PhD, University of South Florida
Obviously, that's quite a list. We hope all that help translates into this being
quite the book!
ABOUT THE AUTHORS
John Sommers-Flanagan, PhD, is a clinical psychologist and professor of
counselor education at the University of Montana. John is the author or
coauthor of more than 60 professional publications and a longtime member of
both the American Counseling Association (ACA) and the American
Psychological Association (APA). He regularly presents professional
workshops at the national conferences of both organizations, as well as at
regional, national, and international continuing education gatherings. Having
recently published chapters on clinical interviewing in the APA Handbook of
Clinical Psychology, The Encyclopedia of Clinical Psychology, and the SAGE
Encyclopedia of Abnormal and Clinical Psychology, John is a leading authority
on the topic of clinical interviewing.

Photo courtesy of Todd Johnson, University of Montana.

Rita Sommers-Flanagan, PhD, is professor emeritus at the University of
Montana. Her diverse interests include professional ethics, women's issues,
and spirituality and its connections to science and human well-being. She is
the author or coauthor of more than 40 articles and book chapters, and most
recently contributed a chapter titled “Boundaries, Multiple Roles, and
Professional Relationships” to the APA Handbook on Ethics in Psychology.
She is also a published poet, essayist, and clinical psychologist, and has
worked with youth, families, couples, and women for many years.
John and Rita live and work in Montana. In their spare time, they write,
irrigate, create art, garden, and restore old buildings on the family ranch. They
hope to eventually establish a Stillwater River retreat center for writers,
therapists, and peacekeepers.
PART ONE
FOUNDATIONS OF CLINICAL INTERVIEWING
CHAPTER 1
AN INTRODUCTION TO THE CLINICAL INTERVIEW

Learning Objectives
After reading this chapter, you will be able to:
Define clinical interviewing
Identify differences (and similarities) between clinical
interviewing and counseling or psychotherapy
Describe a model for learning how to conduct clinical interviews
Apply four essential multicultural competencies
Describe multicultural humility and why stereotyping is natural,
but inadvisable
Chapter Orientation
Clinical interview is a common phrase used to identify an initial and
sometimes ongoing contact between a professional clinician and client.
Depending on many factors, this contact includes varying proportions of
psychological assessment and biopsychosocial intervention. For many
different mental health–related disciplines, clinical interviewing is the
headwaters from which all treatment flows. This chapter focuses on the
definition of clinical interviewing, a model for learning how to conduct clinical
interviews, and multicultural competencies necessary for mental health
professionals.

Welcome to the Journey - Video 1.1

We took for granted that honesty and kindness were basic responsibilities
of a modern doctor. We were confident that in such a situation we would
act compassionately.
—Atul Gawande, Being Mortal, 2014, p. 3
Imagine you're sitting face-to-face with your first client. You've carefully
chosen your clothing. You intentionally arranged the seating, set up the video
camera, and completed the introductory paperwork. In the opening moments
of your session, you're doing your best to communicate warmth and
helpfulness through your body posture and facial expressions. Now, imagine
that your client
Immediately offends you with language, gestures, or hateful beliefs
Refuses to talk
Talks so much you can't get a word in
Asks to leave early
Starts crying
Says you can never understand because of your racial or ethnic
differences
Suddenly gets angry (or scared) and storms out
These are all possible client behaviors in a first clinical interview. If one of
these scenarios occurs, how will you respond? What will you say? What will
you do?
Every client presents different challenges. Your goals are to establish rapport
with each client, build a working alliance, gather information, instill hope,
maintain a helpful yet nonjudgmental attitude, develop a case formulation,
and, if appropriate, provide clear and helpful professional interventions. Then
you must gracefully end the interview on time. And sometimes you'll need to
do all this with clients who don't trust you or who don't want to work with you.
These are no small tasks—which is why it's so important for you to remember
to be patient with yourself. Conducting clinical interviews well is an advanced
skill. No one is immediately perfect at clinical interviewing or anything else.
Becoming a mental health professional requires persistence and an interest in
developing your intellect, interpersonal maturity, a balanced emotional life,
counseling/psychotherapy skills, compassion, authenticity, and courage. Due
to the ever-evolving nature of this business, you'll need to be a lifelong learner
to stay current and skilled in mental health work. But rest assured, this is an
exciting and fulfilling professional path (Norcross & Karpiak, 2012; Rehfuss,
Gambrell, & Meyer, 2012). As Norcross (2000) stated:
The vast majority of mental health professionals are satisfied with their
career choices and would select their vocations again if they knew what
they know now. Most of our colleagues feel enriched, nourished, and
Another random document with
no related content on Scribd:
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright law in
the United States and you are located in the United States, we do
not claim a right to prevent you from copying, distributing,
performing, displaying or creating derivative works based on the
work as long as all references to Project Gutenberg are removed. Of
course, we hope that you will support the Project Gutenberg™
mission of promoting free access to electronic works by freely
sharing Project Gutenberg™ works in compliance with the terms of
this agreement for keeping the Project Gutenberg™ name
associated with the work. You can easily comply with the terms of
this agreement by keeping this work in the same format with its
attached full Project Gutenberg™ License when you share it without
charge with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside the
United States, check the laws of your country in addition to the terms
of this agreement before downloading, copying, displaying,
performing, distributing or creating derivative works based on this
work or any other Project Gutenberg™ work. The Foundation makes
no representations concerning the copyright status of any work in
any country other than the United States.

1.E. Unless you have removed all references to Project Gutenberg:

1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project Gutenberg™
work (any work on which the phrase “Project Gutenberg” appears, or
with which the phrase “Project Gutenberg” is associated) is
accessed, displayed, performed, viewed, copied or distributed:
 This eBook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this eBook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is derived

from texts not protected by U.S. copyright law (does not contain a
notice indicating that it is posted with permission of the copyright
holder), the work can be copied and distributed to anyone in the
United States without paying any fees or charges. If you are
redistributing or providing access to a work with the phrase “Project
Gutenberg” associated with or appearing on the work, you must
comply either with the requirements of paragraphs 1.E.1 through
1.E.7 or obtain permission for the use of the work and the Project
Gutenberg™ trademark as set forth in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is posted

with the permission of the copyright holder, your use and distribution
must comply with both paragraphs 1.E.1 through 1.E.7 and any
additional terms imposed by the copyright holder. Additional terms
will be linked to the Project Gutenberg™ License for all works posted
with the permission of the copyright holder found at the beginning of
this work.

1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files containing a
part of this work or any other work associated with Project
Gutenberg™.

1.E.5. Do not copy, display, perform, distribute or redistribute this

electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1 with
active links or immediate access to the full terms of the Project
Gutenberg™ License.
1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if you
provide access to or distribute copies of a Project Gutenberg™ work
in a format other than “Plain Vanilla ASCII” or other format used in
the official version posted on the official Project Gutenberg™ website
(www.gutenberg.org), you must, at no additional cost, fee or expense
to the user, provide a copy, a means of exporting a copy, or a means
of obtaining a copy upon request, of the work in its original “Plain
Vanilla ASCII” or other form. Any alternate format must include the
full Project Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™ works
unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or providing

access to or distributing Project Gutenberg™ electronic works
provided that:

• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
License. You must require such a user to return or destroy all
 copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project Gutenberg™

electronic work or group of works on different terms than are set
forth in this agreement, you must obtain permission in writing from
the Project Gutenberg Literary Archive Foundation, the manager of
the Project Gutenberg™ trademark. Contact the Foundation as set
forth in Section 3 below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on, transcribe
and proofread works not protected by U.S. copyright law in creating
the Project Gutenberg™ collection. Despite these efforts, Project
Gutenberg™ electronic works, and the medium on which they may
be stored, may contain “Defects,” such as, but not limited to,
incomplete, inaccurate or corrupt data, transcription errors, a
copyright or other intellectual property infringement, a defective or
damaged disk or other medium, a computer virus, or computer
codes that damage or cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except

for the “Right of Replacement or Refund” described in paragraph
1.F.3, the Project Gutenberg Literary Archive Foundation, the owner
of the Project Gutenberg™ trademark, and any other party
distributing a Project Gutenberg™ electronic work under this
agreement, disclaim all liability to you for damages, costs and
expenses, including legal fees. YOU AGREE THAT YOU HAVE NO
REMEDIES FOR NEGLIGENCE, STRICT LIABILITY, BREACH OF
WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE
FOUNDATION, THE TRADEMARK OWNER, AND ANY
DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE
TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL,
PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE
NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you

discover a defect in this electronic work within 90 days of receiving it,
you can receive a refund of the money (if any) you paid for it by
sending a written explanation to the person you received the work
from. If you received the work on a physical medium, you must
return the medium with your written explanation. The person or entity
that provided you with the defective work may elect to provide a
replacement copy in lieu of a refund. If you received the work
electronically, the person or entity providing it to you may choose to
give you a second opportunity to receive the work electronically in
lieu of a refund. If the second copy is also defective, you may
demand a refund in writing without further opportunities to fix the
problem.

1.F.4. Except for the limited right of replacement or refund set forth in
paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO
OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED,
INCLUDING BUT NOT LIMITED TO WARRANTIES OF
MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of damages.
If any disclaimer or limitation set forth in this agreement violates the
law of the state applicable to this agreement, the agreement shall be
interpreted to make the maximum disclaimer or limitation permitted
by the applicable state law. The invalidity or unenforceability of any
provision of this agreement shall not void the remaining provisions.
1.F.6. INDEMNITY - You agree to indemnify and hold the
Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and distribution
of Project Gutenberg™ electronic works, harmless from all liability,
costs and expenses, including legal fees, that arise directly or
indirectly from any of the following which you do or cause to occur:
(a) distribution of this or any Project Gutenberg™ work, (b)
alteration, modification, or additions or deletions to any Project
Gutenberg™ work, and (c) any Defect you cause.

Section 2. Information about the Mission of

Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new computers.
It exists because of the efforts of hundreds of volunteers and
donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project Gutenberg™’s
goals and ensuring that the Project Gutenberg™ collection will
remain freely available for generations to come. In 2001, the Project
Gutenberg Literary Archive Foundation was created to provide a
secure and permanent future for Project Gutenberg™ and future
generations. To learn more about the Project Gutenberg Literary
Archive Foundation and how your efforts and donations can help,
see Sections 3 and 4 and the Foundation information page at
www.gutenberg.org.

Section 3. Information about the Project

Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-profit
501(c)(3) educational corporation organized under the laws of the
state of Mississippi and granted tax exempt status by the Internal
Revenue Service. The Foundation’s EIN or federal tax identification
number is 64-6221541. Contributions to the Project Gutenberg
Literary Archive Foundation are tax deductible to the full extent
permitted by U.S. federal laws and your state’s laws.

The Foundation’s business office is located at 809 North 1500 West,

Salt Lake City, UT 84116, (801) 596-1887. Email contact links and up
to date contact information can be found at the Foundation’s website
and official page at www.gutenberg.org/contact

Section 4. Information about Donations to

the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission of
increasing the number of public domain and licensed works that can
be freely distributed in machine-readable form accessible by the
widest array of equipment including outdated equipment. Many small
donations ($1 to $5,000) are particularly important to maintaining tax
exempt status with the IRS.

The Foundation is committed to complying with the laws regulating

charities and charitable donations in all 50 states of the United
States. Compliance requirements are not uniform and it takes a
considerable effort, much paperwork and many fees to meet and
keep up with these requirements. We do not solicit donations in
locations where we have not received written confirmation of
compliance. To SEND DONATIONS or determine the status of
compliance for any particular state visit www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states where

we have not met the solicitation requirements, we know of no
prohibition against accepting unsolicited donations from donors in
such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot make

any statements concerning tax treatment of donations received from
outside the United States. U.S. laws alone swamp our small staff.

Please check the Project Gutenberg web pages for current donation
methods and addresses. Donations are accepted in a number of
other ways including checks, online payments and credit card
donations. To donate, please visit: www.gutenberg.org/donate.

Section 5. General Information About Project

Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could be
freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose network of
volunteer support.

Project Gutenberg™ eBooks are often created from several printed

editions, all of which are confirmed as not protected by copyright in
the U.S. unless a copyright notice is included. Thus, we do not
necessarily keep eBooks in compliance with any particular paper
edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg Literary
Archive Foundation, how to help produce our new eBooks, and how
to subscribe to our email newsletter to hear about new eBooks.