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Handbook of Personality Development
McAdams, Dan P., Rebecca L. Shiner, and Jennifer L. Tackett (Eds)
The Guilford Press / Hardcover / 2019-03-01 / 146253693X
Developmental Psychology
reg price: $117.50 our price: $ 99.88 (may be subject to change)
640 pages
Not in stock - ships in one week.

Bringing together prominent scholars, this authoritative volume considers the development of personality at multiple levels—from the neuroscience of dispositional traits to the cultural shaping of life stories. Illustrated with case studies and concrete examples, the Handbook integrates areas of research that have often remained disparate. It offers a lifespan perspective on the many factors that influence each individual's psychological makeup and examines the interface of personality development with health, psychopathology, relationships, and the family. Contributors provide broad-based, up-to-date reviews of theories, empirical findings, methodological innovations, and emerging trends.

Reviews:

“This extraordinary volume is likely to become the seminal resource on personality development. The diversity represented is truly amazing—an international group of junior and senior scholars present the best science the field has to offer, from a host of different perspectives. The content is both deep and broad, including in-depth treatments of personality traits and motivation, personological inquiries, neuroscientific and genetic approaches, and longitudinal research. The extremely well-written chapters consistently feature vivid and accessible examples. I cannot imagine a scholar of personality science who would not view this handbook as required reading.”

—Laura A. King, PhD, Curators’ Distinguished Professor of Psychological Sciences, University of Missouri–Columbia

“What a useful, ambitious, and virtually unique volume, arriving at a perfect time! The editors have recruited leading researchers across a wide array of areas to provide focused, integrative chapters on topics including genetic influences on personality development; relational, familial, and cultural contexts; the role of religion and spirituality; and the construction of life narratives. Researchers, as well as instructors at all levels, will find this volume extremely helpful in bringing them up to speed on areas they do not know well, and updating them in areas where they already have expertise. Constructing syllabi for units in courses—or for entire seminars—will be much easier with the arrival of this resource. Contributors resist the urge to tell tidy stories as they confront ongoing controversies, theoretical conundrums, and gaps in our knowledge. This makes the chapters especially useful for stimulating critical thinking and discussion in upper-level undergraduate and graduate seminars.”

—Julie K. Norem, PhD, Margaret Hamm Professor of Psychology, Wellesley College

“This handbook, judiciously edited by three of the leading scholars on personality development, marks a significant advance in our understanding of personality psychology. It makes clear that personality cannot be fully understood without simultaneously considering developmental trajectories. As someone passionate about crystal-clear and concept-based communication of psychology research, I am thrilled to see the thoughtful, well-structured expositions and the extensive use of potent examples and case studies. The book well captures the nuances of modern personality concepts and could be profitably read by anyone—student or scholar—seriously interested in personality.”

—Howard S. Friedman, PhD, Distinguished Professor in the Department of Psychology, University of California, Riverside

“It was not long ago that 'personality development' sounded like an oxymoron—but how things have changed! Personality development is an exciting, rapidly developing area, and this handbook presents the latest theories and findings from a 'who's who' of researchers. The Handbook moves beyond simplistic dichotomies to present a contemporary perspective on how biology and social experience work together, how there can be both stability and change in personality, and much more. This is an excellent text for a graduate seminar or an advanced undergraduate class, as well as a reference for researchers.”

—Sanjay Srivastava, PhD, Department of Psychology, University of Oregon

“This handbook arrives at an exciting time of synthesis and growth in the study of personality development. Advances in developmental systems theory, evolutionary biology, epigenetics, neuroscience, and methodologies for assessing and analyzing data at multiple levels of analysis are driving new efforts to address age-old questions about continuities and change in human lives through time. The distinguished editors have assembled a remarkable array of authors to provide a comprehensive, authoritative overview of contemporary theory and evidence on personality development. The chapters synthesize key data with clarity and insight, while interweaving stories of real individuals that bring the data to life. This engaging handbook is an excellent resource for scholars at all levels.”

—Ann S. Masten, PhD, Regents Professor of Child Development, University of Minnesota Twin Cities

“Personality development is a diverse and active field, encompassing a bewildering range of content. Fortunately for students and scholars, McAdams, Shiner, and Tackett have done a masterful job at assembling truly comprehensive summaries of the literature. All the important topics and levels of inquiry—from basic neuroscience all the way through culture and society—are covered in contributions from key figures in the field. This handbook is a 'must have' for anyone interested in personality and how it develops.”

—Robert F. Krueger, PhD, Distinguished McKnight University Professor, Department of Psychology, University of Minnesota

“It is very rare that a single edited volume has the potential to shape an entire scientific field—but the Handbook of Personality Development has achieved that extraordinary feat. In a readable and brilliantly integrated manner, it illustrates how personality development can be understood through a three-part conceptual framework. From a biological foundation of traits and temperament, we derive motives, goals, and defenses in response to social interaction. Slowly, we become the authors of our evolving narrative identity. Each chapter illustrates original research that provides nuance and depth to this framework. This book is for everyone—scholars, graduate students, and undergraduates. It will be the go-to reference on personality development for years to come.”

—Jefferson A. Singer, PhD, Dean of the College and Faulk Foundation Professor of Psychology, Connecticut College

Contents:

I. Personality Development and Human Nature

1. The Emergence of Personality, Dan P. McAdams

2. The Evolutionary Context of Personality Development, Marco Del Giudice

3. Theoretical Concepts in the Genetics of Personality Development, Elliot M. Tucker-Drob & Daniel A. Briley

4. The Development of a Person: A Relational–Developmental Systems Perspective, Richard M. Lerner & Jacqueline V. Lerner

II. Social Actors: From Temperament to Personality Traits

5. Personality Neuroscience: A Developmental Perspective, Colin G. DeYoung & Timothy A. Allen

6. Emotion Reactivity and Regulation: A Developmental Model of Links between Temperament and Personality, Kristin A. Buss, Koraly Pérez-Edgar, Alicia Vallorani, & Berenice Anaya

7. Extraversion: Description, Development, and Mechanisms, Luke D. Smillie, Margaret L. Kern, & Mirko Uljarevic

8. Negative Emotionality and Neuroticism from Childhood through Adulthood: A Lifespan Perspective, Rebecca L. Shiner

9. Lifespan Development of Conscientiousness, Joshua J. Jackson & Patrick Hill

10. Agreeableness, Jennifer L. Tackett, Maciel Hernández, & Nancy Eisenberg

11. The Structure, Measurement, and Development of Openness to Experience across Adulthood, Ted Schwaba

12. Temperament and Personality Trait Development in the Family: Interactions and Transactions with Parenting from Infancy through Adolescence, Liliana J. Lengua, Maria A. Gartstein, & Peter Prinzie

13. Culture, Context, and the Development of Traits, Helena R. Slobodskaya

14. Stability and Change in Personality Traits over the Lifespan, Wiebke Bleidorn & Christopher J. Hopwood

III. Motivated Agents: The Development of Goals and Values

15. Attachment and Social Development within a Life-History Perspective, Jeffry A. Simpson & Rachel E. Jones

16. Needs, Motives, and Personality Development: Unanswered Questions and Exciting Potentials, Kennon M. Sheldon & Julia Schüler

17. Achievement Strivings: Motives and Goals that Promote Competence, Amanda M. Durik & K. Ann Renninger

18. Personality Development in Adulthood: A Goal Perspective, Alexandra M. Freund, Christopher M. Napolitano, & Joshua L. Rutt

19. Development of Self-Esteem across the Lifespan, Ulrich Orth & Richard W. Robins

20. Moral Development and Moral Values: Evolutionary and Neurobiological Influences, Darcia Narvaez

21. Religion, Spirituality, and the Agential Self, Paul Wink, Michele Dillon, & Dan Farina

22. Culture and the Development of Motives, Values, and Social Selves, Gary S. Gregg

IV. Autobiographical Authors: Life Stories and the Search for Meaning

23. Developmental Foundations of the Narrative Author in Early Mother–Child Reminiscing, Robyn Fivush, Elaine Reese, & Jordan A. Booker

24. Narrative Identity in Adolescence and Adulthood: Pathways of Development, Kate C. McLean & Jennifer P. Lilgendahl

25. Narrative Identity Development across the Lifespan and Psychological Well-Being, Jonathan M. Adler

26. Narrative, Identity, and Identity Statuses: Reflections on the Kaleidoscopic Self, Ruthellen Josselson

27. The Dialogic Development of Personality: Narrative, Culture, and the Study of Lives, Phillip L. Hammack & Erin E. Toolis

V. Applications and Integrations

28. Personality Development and Health, Sarah E. Hampson {<<<sample}

29. The Development of Subjective Well-Being across the Lifespan, Nathan Hudson, Richard E. Lucas, & M. Brent Donnellan

30. Personality Development and Internalizing Psychopathology, C. Emily Durbin

31. Personality Development and Externalizing Psychopathology, Michelle M. Martel, Tess E. Smith, & Christine A. Lee

32. The Development of Personality Disorders, Andrew M. Chanen & Katherine M. Thompson

33. Personality Development and Relationships in Adulthood, Jennifer M. Senia & M. Brent Donnellan

About the Editors:

Dan P. McAdams, PhD, is the Henry Wade Rogers Professor of Psychology and Professor of Education and Social Policy at Northwestern University. Past president of the Association for Research in Personality, Dr. McAdams is a recipient of the Henry A. Murray Award for the study of lives and the Jack Block Award for career contributions from the Society for Personality and Social Psychology (SPSP), Division 8 of the American Psychological Association (APA); the Theodore Sarbin Award from APA Division 24 (Theoretical and Philosophical Psychology), and the William James Book Award from APA Division 1 (General Psychology). His research focuses on concepts of self and identity in contemporary American society and on themes of power, intimacy, redemption, and generativity across the adult life course. He has published nearly 300 scientific articles and chapters and numerous books, including, most recently, Handbook of Personality Development and The Art and Science of Personality Development.

Rebecca L. Shiner, PhD, is Professor of Psychology at Colgate University. Her research centers on temperament and personality trait development in children, adolescents, and young adults, including structure, stability and change, and links to positive life outcomes and the emergence of psychopathology. She was a consultant to the DSM-5 Personality Disorders Workgroup, served as Executive Officer of the Association for Research in Personality, and is a past associate editor of the Journal of Personality and Social Psychology and the Journal of Personality. Dr. Shiner has held many leadership roles at Colgate University, including Psychology Department Chair and Director of the Residential Commons.

Jennifer L. Tackett, PhD, is Associate Professor of Psychology and Director of Clinical Training at Northwestern University. Her research focuses on child and adolescent personality and externalizing and disinhibitory psychopathology in youth. Much of her work emphasizes assessment, measurement, and construct validation approaches. Dr. Tackett is the recipient of early career awards from the Society for Personality Assessment, the Society for Research in Psychopathology, and the Ontario Ministry of Research and Innovation. She is currently a senior editor of the journal Collabra: Psychology and an associate editor of the Journal of Abnormal Psychology and Advances in Methods and Practices in Psychological Science.

Contributors:

Jonathan M. Adler, PhD, Department of Psychology, Olin College of Engineering, Needham, Massachusetts

Timothy A. Allen, PhD, Campbell Family Mental Health Institute, Centre for Addiction and Mental Health, Toronto, Ontario, Canada

Berenice Anaya, MS, Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania

Wiebke Bleidorn, PhD, Department of Psychology, University of California, Davis, Davis, California

Jordan A. Booker, PhD, Department of Psychology, University of Missouri, Columbia, Missouri

Daniel A. Briley, PhD, Department of Psychology, University of Illinois at Urbana–Champaign, Champaign, Illinois

Kristin A. Buss, PhD, Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania

Andrew M. Chanen, PhD, Orygen, National Centre of Excellence in Youth Mental Health, Parkville, Victoria, Australia; Centre for Youth Mental Health, University of Melbourne, Parkville, Victoria, Australia

Marco Del Giudice, PhD, Department of Psychology, University of New Mexico, Albuquerque, New Mexico

Colin G. DeYoung, PhD, Department of Psychology, University of Minnesota, Minneapolis, Minnesota

Michele Dillon, PhD, Department of Sociology, University of New Hampshire, Durham, New Hampshire

M. Brent Donnellan, PhD, Department of Psychology, Michigan State University, East Lansing, Michigan

C. Emily Durbin, PhD, Department of Psychology, Michigan State University, East Lansing, Michigan

Amanda M. Durik, PhD, Department of Psychology, Northern Illinois University, DeKalb, Illinois

Nancy Eisenberg, PhD, Department of Psychology, Arizona State University, Tempe, Arizona

Dan Farina, BA, Department of Psychology, Hamilton College, Clinton, New York

Robyn Fivush, PhD, Department of Psychology, Emory University, Atlanta, Georgia

Alexandra M. Freund, PhD, Department of Psychology, University of Zurich, Zurich, Switzerland

Maria A. Gartstein, PhD, Department of Psychology, Washington State University, Pullman, Washington

Gary S. Gregg, PhD, Department of Psychology, Kalamazoo College, Kalamazoo, Michigan

Phillip L. Hammack, PhD, Department of Psychology, University of California, Santa Cruz, Santa Cruz, California

Sarah E. Hampson, PhD, Oregon Research Institute, Eugene, Oregon

Maciel M. Hernández, PhD, Department of Psychology, Portland State University, Portland, Oregon

Patrick L. Hill, PhD, Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, Missouri

Christopher J. Hopwood, PhD, Department of Psychology, University of California, Davis, Davis, California

Nathan W. Hudson, PhD, Department of Psychology, Southern Methodist University, Dallas, Texas

Joshua J. Jackson, PhD, Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, Missouri

Rachael E. Jones, BA, Department of Psychology, University of Minnesota, Minneapolis, Minnesota

Ruthellen Josselson, PhD, School of Psychology, Fielding Graduate University, Santa Barbara, California

Margaret L. Kern, PhD, Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia

Christine A. Lee, MS, Department of Psychology, University of Kentucky, Lexington, Kentucky

Liliana J. Lengua, PhD, Department of Psychology, University of Washington, Seattle, Washington

Jacqueline V. Lerner, PhD, Department of Applied Developmental and Educational Psychology, Boston College, Chestnut Hill, Massachusetts

Richard M. Lerner, PhD, Eliot-Pearson Department of Child Study and Human Development and Institute for Applied Research in Youth Development, Tufts University, Medford, Massachusetts

Jennifer P. Lilgendahl, PhD, Department of Psychology, Haverford College, Haverford, Pennsylvania

Richard E. Lucas, PhD, Department of Psychology, Michigan State University, East Lansing, Michigan

Michelle M. Martel, PhD, Department of Psychology, University of Kentucky, Lexington, Kentucky

Dan P. McAdams, PhD, Department of Psychology and School of Education and Social Policy, Northwestern University, Evanston, Illinois

Kate C. McLean, PhD, Department of Psychology, Western Washington University, Bellingham, Washington

Christopher M. Napolitano, PhD, Department of Educational Psychology, University of Illinois at Urbana–Champaign, Champaign, Illinois

Darcia Narvaez, PhD, Department of Psychology, University of Notre Dame, Notre Dame, Indiana

Ulrich Orth, PhD, Department of Psychology, University of Bern, Bern, Switzerland

Koraly Pérez-Edgar, PhD, Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania

Peter Prinzie, PhD, Department of Pedagogical Sciences, Erasmus University Rotterdam, Rotterdam, The Netherlands

Elaine Reese, PhD, Department of Psychology, University of Otago, Dunedin, New Zealand

K. Ann Renninger, PhD, Department of Educational Studies, Swarthmore College, Swarthmore, Pennsylvania

Richard W. Robins, PhD, Department of Psychology, University of California, Davis, Davis, California

Joshua L. Rutt, PhD, Department of Psychology, University of Zurich, Zurich, Switzerland

Julia Schüler, PhD, Department of Sports Science, University of Kostanz, Kostanz, Germany

Ted Schwaba, MA, Department of Psychology, University of California, Davis, Davis, California

Jennifer M. Senia, PhD, Department of Psychology, Michigan State University, East Lansing, Michigan

Kennon M. Sheldon, PhD, Department of Psychological Sciences, University of Missouri, Columbia, Missouri

Rebecca L. Shiner, PhD, Department of Psychology, Colgate University, Hamilton, New York

Jeffry A. Simpson, PhD, Department of Psychology, University of Minnesota, Minneapolis, Minnesota

Helena R. Slobodskaya, MD, PhD, Institute of Physiology and Basic Medicine, Novosibirsk State University, Novosibirsk, Russia

Luke D. Smillie, PhD, Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, Australia

Tess E. Smith, MS, Department of Psychology, University of Kentucky, Lexington, Kentucky

Jennifer L. Tackett, PhD, Department of Psychology, Northwestern University, Evanston, Illinois

Katherine N. Thompson, PhD, Orygen, National Centre of Excellence in Youth Mental Health, Parkville, Victoria, Australia; Centre for Youth Mental Health, University of Melbourne, Parkville, Victoria, Australia

Erin E. Toolis, MS, Department of Psychology, University of California, Santa Cruz, Santa Cruz, California

Elliot M. Tucker-Drob, PhD, Department of Psychology, University of Texas at Austin, Austin, Texas

Mirko Uljarevic, PhD, Department of Psychology and Counseling, La Trobe University, Melbourne, Australia

Alicia Vallorani, MS, Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania

Paul Wink, PhD, Department of Psychology, Wellesley College, Wellesley, Massachusetts

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