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Books on the topic 'Personality development theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

H, Bryson Charles, ed. A theory of personality development. New York: Wiley, 1994.

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2

Developmental theory and clinical process. New Haven: Yale University Press, 1985.

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3

F, Rychlak Joseph, ed. Personality development and psychopathology: A dynamic approach. 2nd ed. Boston: Houghton Mifflin Co., 1985.

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4

The psychotherapist's interventions: Integrating psychodynamic perspectives in clinical practice. Northvale, N.J: J. Aronson, 1998.

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5

H, McFadden Susan, ed. The role of emotions in social and personality development: History, theory, and research. New York: Plenum Press, 1995.

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6

Greenspan, Stanley I. The development of the ego: Implications for personality theory, psychopathology, and the psychotherapeutic process. Madison, Conn: International Universities Press, 1989.

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7

G, Siegel Miriam, and Rosenblum Andrew, eds. The evolution of character: Birth to 18 years : a longitudinal study. Madison, Conn: International Universities Press, 1992.

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8

Inside out and outside in: Psychodynamic clinical theory and psychopathology in contemporary multicultural contexts. 3rd ed. Lanham: Rowman & Littlefield Publishers, Inc., 2011.

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9

Invitation to psychodynamic psychology. Northvale, N.J: J. Aronson, 1995.

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10

Cramer, Phebe. The development of defense mechanisms: Theory, research, and assessment. New York: Springer-Verlag, 1991.

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11

On infancy and toddlerhood: An elementary textbook. Madison, Conn: International Universities Press, 1997.

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12

Effectiveness in education and training: The theory and practice of personal development. Aldershot, Hants, England: Avebury, 1990.

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13

Ludányi, Ágnes. Ismeret-önismeret: Tanuláshoz, önismeret-fejlesztéshez pedagógusoknak. Budapest: OKKER, 2006.

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14

Fonagy, Peter. Psychoanalytic theories: Perspectives from developmental psychopathology. London: Whurr, 2003.

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15

Melano, Flanagan Laura, and Hertz Patricia, eds. Inside out and outside in: Psychodynamic clinical theory and practice in contemporary multicultural contexts. Northvale, N.J: Jason Aronson, 1996.

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16

Edward, Joyce. Separation/individuation: Theory and application. 2nd ed. New York: Brunner/Mazel, 1992.

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17

Nathene, Ruskin, and Turrini Patsy, eds. Separation/individuation: Theory and application. 2nd ed. New York: Gardner Press, 1991.

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18

Mahrer, Alvin R. Experiencing: A humanistic theory of psychology and psychiatry. Ottawa: University of Ottawa Press, 1989.

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19

1934-, Rodman F. Robert, ed. The spontaneous gesture: Selected letters of D. W. Winnicott. London: Karnac Books, 1999.

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20

1934-, Rodman F. Robert, ed. The spontaneous gesture: Selected letters of D.W. Winnicott. Cambridge, Mass: Harvard University Press, 1987.

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21

Possession: Jung's comparative anatomy of the psyche. Hove, East Sussex, UK: Routledge, 2009.

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22

Dynamics of development and the therapeutic process. Northvale, N.J: J. Aronson, 1993.

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23

L'Abate, Luciano. Personality in intimate relationships: Socialization and psychopathology. New York: Springer, 2005.

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24

Personality in intimate relationships: Socialization and psychopathology. New York: Springer, 2005.

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25

Masterson, James F. The real self: A developmental, self, and object relations approach. New York: Brunner/Mazel, 1985.

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26

On the way to self: Ego and early oedipal development. New York: Columbia University Press, 1985.

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27

Josselson, Ruthellen. Finding herself: Pathways to identity development in women. USA: Jossey-Bass, 1987.

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28

Finding herself: Pathways to identity development in women. San Francisco: Jossey-Bass, 1987.

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29

The construction and understanding of psychotherapeutic change: Conversations, memories, and theories. New York: Teachers College Press, 1994.

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30

Kondrat'ev, Sergey. Theory and practice of personalized learning. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1098272.

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The monograph presents the psychological theory and organization of personalized learning in general education schools. The concept of integrative subjectivity of a person as a form of reflexive and areflexive self-existence is considered as the psychological basis of personalized learning. The author characterizes the personality and the social individual in the light of the humanitarian Christian paradigm: reveals the phenomenology of integrative subjectivity, its structural organization, levels and forms of development of the individual and the social individual. From the standpoint of the Christian psychology of education, the general psychological and socio-psychological aspects of personalized learning are revealed, the psychological typification of students and teachers is justified, the extraordinary pedagogical interaction as a psychological mechanism of personalized learning is presented, the experimental construction of psychological types of primary school students based on the perception of educational material, as well as the typological features of teachers. Technologies of personalized learning are presented. The monograph reflects the results of many years of theoretical and experimental research of the author. It is of interest to seminarians, students, postgraduates of Orthodox educational institutions, students of Higher theological courses, faculties of advanced training and retraining, as well as philosophers, psychologists, teachers, social workers, and specialists in the field of education.

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31

Masterson, James F. The emerging self: A developmental, self, and object relations approach to the treatment of the closet narcissistic disorder of the self. New York: Brunner/Mazel, 1993.

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32

Born to rebel: Birth order, family dynamics, and creative lives. New York: Vintage Books, 1997.

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33

Born to rebel: Birth order, family dynamics, and creative lives. New York: Pantheon Books, 1996.

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34

Carotenuto, Aldo. The vertical labyrinth: Individuation in Jungian psychology. Toronto, Canada: Inner City Books, 1985.

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35

Drenth, Dr A. J. The 16 Personality Types: Profiles, Theory, & Type Development. Andrew Drenth, 2017.

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36

The Reinforcement Sensitivity Theory of Personality. Cambridge University Press, 2008.

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37

Corr, Philip J. The Reinforcement Sensitivity Theory of Personality. Cambridge University Press, 2008.

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38

The reinforcement sensitivity theory of personality. Cambridge: Cambridge University Press, 2008.

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39

Reversal Theory: Applications and Development. Lawrence Erlbaum, 1985.

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40

Dabrowski's Theory Of Positive Disintegration. Great Potential Pr., Inc., 2008.

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41

1946-, Mendaglio Sal, ed. Dabrowski's theory of positive disintegration. Scottsdale, AZ: Great Potential Press, 2008.

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42

The Course of Life: Adolescence (Course of Life). International Universities Press, 1991.

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43

(Editor), Stanley I. Greenspan, and George H. Pollock (Editor), eds. The Course of Life: Middle and Late Childhood (Course of Life). 3rd ed. International Universities Press, 1991.

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44

(Editor), George H. Pollock, and Stanley I. Greenspan (Editor), eds. The Course of Life: Completing the Journey (Course of Life). International Universities Press, 1997.

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45

I, Greenspan Stanley, and Pollock George H, eds. The Course of life. Madison, Conn: International University Press, 1989.

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46

Course of Life: Infancy (Course of Life). International Universities Press, 1989.

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47

1921-, Thomas R. Murray, ed. The Encyclopedia of human development and education: Theory, research, and studies. Oxford [England]: Pergamon Press, 1990.

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48

Pratt, Michael W., and M. Kyle Matsuba. Personality Development in Emerging Adulthood. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199934263.003.0001.

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In Chapter 1, the authors describe the general purposes of the book, and more specifically, its focus on Erik Erikson’s approach to personality development, using Erikson’s own life as a way of illustrating some of the issues of the transition to adulthood as framed in his own theory. Erikson’s theory is then reviewed, and its role in the development of identity research streams, both traditional and narrative in nature, is outlined. The idea of emerging adulthood as a framework for thinking about historical changes in the patterning of the transition from adolescence to adulthood is introduced, and some of its insights and controversies are discussed, as well as its relations to the Erikson stage model. Finally, the chapter covers the history of the Futures Study of young Canadians making the transition to adulthood, and explains the general features of the sample and its broad patterns of development across this period.

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49

Armstrong, Carolyn Sue. A moral development theory: A synthesis from selected moral development theories, a spiral progression model of human development, and ego-state personality theory. 1991.

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50

The Development of Criminal and Antisocial Behavior: Theory, Research and Practical Applications. Springer, 2014.

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