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19 results

The Cambridge Handbook of Creativity and Emotions
  • The Cambridge Handbook of Creativity and Emotions
  • Edited by Zorana Ivcevic, Jessica D. Hoffmann, James C. Kaufman
  • Coming soon
  • Expected online publication date: February 2023
  • Print publication: 23 February 2023
  • View description
    The Cambridge Handbook of Creativity and Emotions provides a state-of-the-art review of research on the role of emotions in creativity. This volume presents the insights and perspectives of sixty creativity scholars from thirteen countries who span multiple disciplines, including developmental, social, and personality psychology; industrial and organizational psychology; neuroscience; education; art therapy, and sociology. It discusses affective processes – emotion states, traits, and emotion abilities – in relation to the creative process, person, and product, as well as two major contexts for expression of creativity: school, and work. It is a go-to source for scholars who need to enhance their understanding of a specific topic relating to creativity and emotion, and it provides students and researchers with a comprehensive introduction to creativity and emotion broadly.
  • Introduction
  • Edited by Sandra W. Russ, Case Western Reserve University, Ohio, Jessica D. Hoffmann, Yale University, Connecticut, James C. Kaufman, University of Connecticut
  • Book: The Cambridge Handbook of Lifespan Development of Creativity
  • Published online: 19 November 2021
  • Print publication: 25 November 2021, pp 1-2
  • View extract

    Summary

    The focus of this Handbook is on the development, nurturance, and enhancement of creative processes and creative achievement across the lifespan. What do we currently know about the development of creativity? How can we develop the processes important for creative thinking, and how can we help individuals translate that creative potential into creative achievement throughout their lives? We are pleased that leading scholars and researchers in the field agreed to contribute to the Handbook and share their perspectives. There are 25 chapters addressing a variety of topics in the area. This Handbook provides a review of each area, including current research findings, consensus in the literature, best practices in each area, and key questions for future research. In addition, many chapters raise provocative questions that point the way for future consideration and research.

  • 7 - The Development and Enhancement of Adolescent Creativity
  • from Part II - The Development of Creativity
  • Edited by Sandra W. Russ, Case Western Reserve University, Ohio, Jessica D. Hoffmann, Yale University, Connecticut, James C. Kaufman, University of Connecticut
  • Book: The Cambridge Handbook of Lifespan Development of Creativity
  • Published online: 19 November 2021
  • Print publication: 25 November 2021, pp 139-158
  • View extract

    Summary

    Many have written about the importance of creativity as it relates to preparation for the modern workforce; such statements emphasize individual skill and societal factors. In the coming decades, creativity is predicted to be one of the skills in greatest demand (Bakhshi et al., 2017), and is one of the least likely skills to be automated (Frey & Osborne, 2017). Adolescence is a time with enormous potential for creative growth, which is necessary in the lifetime trajectory of creative development. Adolescence is also, however, a time when individuals are especially likely to abandon creative passions and pursuits. Though adolescence is both a consequential and promising time in creative development, it has not been studied as thoroughly as creativity in childhood and adulthood. This chapter covers the research supporting the argument for an increased focus on the development and enhancement of creativity in adolescence, and reviews a breadth of research that addresses this goal.

The Cambridge Handbook of Lifespan Development of Creativity
  • The Cambridge Handbook of Lifespan Development of Creativity
  • Edited by Sandra W. Russ, Jessica D. Hoffmann, James C. Kaufman
  • Published online: 19 November 2021
  • Print publication: 25 November 2021
  • View description
    This handbook focuses on the development and nurturance of creativity across the lifespan, from early childhood to adolescence, adulthood, and later life. It answers the question: how can we help individuals turn their creative potential into achievement? Each chapter examines various contexts in which creativity exists, including school, workplace, community spaces, and family life. It covers various modalities for fostering creativity such as play, storytelling, explicit training procedures, shifting of attitudes about creative capacity, and many others. The authors review research findings across disciplines, encompassing the work of psychologists, educators, neuroscientists, and creators themselves, to describe the best practices for fostering creativity at each stage of development.
  • 29 - Creativity in the Domain of Emotions
  • from Part VI - Creativity in Everyday Life
  • Edited by James C. Kaufman, University of Connecticut, Vlad P. Glăveanu, Universitetet i Bergen, Norway, John Baer, Rider University, New Jersey
  • Book: The Cambridge Handbook of Creativity across Domains
  • Published online: 15 September 2017
  • Print publication: 28 September 2017, pp 525-548
  • View extract

    Summary

    Abstract

    The role of emotions in the creative process is well documented. In this chapter, we distinguish emotional processes in creativity from creativity in the domain of emotions. Creativity in the domain of emotions exists when people are creative with emotions – emotions are the object of the creative process. We describe three kinds of creativity in the domain of emotions – emotional creativity (experience of unique emotions), creative communication of emotions, and creative emotion regulation. Furthermore, we present a model in which we argue that creativity in the domain of emotions is less likely to have the same impact on society and culture as creativity in other domains that are more defined by education and formal gate keepers (e.g., art or science), but that it is crucial for psychological health and well-being.