Talk:Motivation and emotion/Book/2016/Psychological resilience development in children

Comments

Hi there, In my readings I've come across a few researchers that have looked into psychological resilience. I was able to find a few papers that might help you make a start to your chapter. I'd also recommend looking into Positive Psychology, and talking with the author of the Broaden and Build theory chapter. Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford review of education, 35(3), 293-311.

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American psychologist, 56(3), 218.

Good luck, Bee Taylor (discuss • contribs) 02:38, 17 October 2016 (UTC)

Hi, Interesting topic and definitely an important one. I have attached a meta-analysis on adolescent resilience and an article that tracks longitudinally the development of resilience throughout childhood. Hopefully one or both will be of some help to your chapter and I look forward to seeing the end result. http://ann.sagepub.com/content/591/1/98.full.pdf http://www.sciencedirect.com/science/article/pii/S0140197102001185--U3090066 (discuss • contribs) 20:39, 11 October 2016 (UTC)

Article & discussion

Hey!

Such an interesting chapter. I just had a quick look for some useful articles/books and came across this one: http://www.education.vic.gov.au/Documents/about/department/resiliencelitreview.pdf

It's a book on building resilience children and young people and I think it would be really beneficial to the chapter. There are a lot of pages but they seem to be full of info.

Also I saw above someone mentioned speaking to the broaden-and-build theory chapter author which is me!! So feel free to ask any questions or if you'd like to link my chapter too. I will be linking yours too :) talk soon --U3112339 (discuss • contribs) 02:36, 20 October 2016 (UTC)U3112339

Heading casing

FYI, the convention on Wikiversity is for lower-cased headings. For example, use: ==Cats and dogs== rather than ==Cats and Dogs== -- Jtneill - Talk - c 00:11, 22 October 2016 (UTC)

Hi, Chapter is going well. I have added your in-text citations as per the links you provided in brackets. --Jessann95 (discuss • contribs) 11:20, 23 October 2016 (UTC)

Chapter review and feedback

This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.

Overall This is a basic, problematic chapter mainly because it doesn't address the question using the best available psychological theory and research. There is a section called "Childhood development of resilience" which asks "Can psychological resilience be developed in children?" but the rest of the section doesn't address this question (it discusses the cross-cultural nature of psychological resilience). For more feedback see these copyedits and the comments below. Feel free to make ongoing changes to the chapter if you wish to address any of these comments or make other improvements. The chapter is well under the maximum word-count. Theory The Overview doesn't specifically address the book chapter topic (i.e., development of psychological resilience in children) - it asks questions about related topics. The Conclusion claims that PR can be developed in children, but doesn't explain how. Abbreviate the general theoretical material about psychological resilience and provide references and links to further information (e.g., Psychological Resilience. This would allow more space to focus on the specific topic (psychological resilience development in children) in more detail. The case studies are somewhat helpful, but need more explanation. Research There is a lack of detailed, critical review of the top research studies about the development of psychological resilience in childhood. Written expression Written expression For academic writing in psychology, such as this book chapter, write in third person rather than first (e.g., avoid "I', "we", "our") or second (e.g., "you", "your" etc.) person perspective. Use gender-neutral language (e.g., man-made -> human-made)]. Layout Tables and Figures should be referred to in the main text. Integration with other chapters Little integration with other chapters is evident. Learning features Some links to Wikipedia and/or Wikiversity articles were added - these only need to be added for the initial mention of a keyword; use plain text for the keyword subsequently. Add more interwiki links for other key words to make the text more interactive. Put quiz question into Wikiversity quiz format; provide answer. APA style The reference list is not in full APA style. Use APA style for table and figure captions. Check and correct the APA style for direct quotes.

-- Jtneill - Talk - c 00:55, 16 November 2016 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Moodle site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.

Overall Overall, this is a basic, but sufficient presentation. Structure and content Overview No Overview provided - goes straight to definitions Use the Overview to set up the problem to be solved (the question i.e., the subtitle for the book chapter). Tell the listener what they will find out about if they watch this presentation. Selection and organisation Basic coverage of theory; there is little coverage of research. Perhaps consider using more illustrative examples. Citations? e.g., justification (citations?) for claim that low SES students are more resilience? Conclusion Justify claim that resilience in innate and can be learnt (clarify/explain) Emphasise practical, take-home messages about to enhance resilience in children. Communication Audio Audio clear Start talking on first slid Maybe also comment on the image slides Image/Video Visuals use a basic combination of images and text. Production quality Overall, basic production using Prezi. Meta-data A broken link to the presentation was provided from the book chapter (now fixed). Include subtitle Link to chapter provided. Fill out the description field (e.g., brief description of presentation, link back to the book chapter, license details, and possibly include references, image attributions, and/or transcript). Audio recording quality Clear Mouse/keyboard clicks are sometimes audible Image/video recording quality Sufficient Zoom further in on each slide Licensing Copyright symbol provided but not highlighted/explained Limited information provided for the detailed links to image sources

-- Jtneill - Talk - c 22:06, 20 November 2016 (UTC)