Talk:Motivation and emotion/Book/2021/Cognitive behaviour therapy for anxiety

Topic development feedback

The topic development 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 the chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.

Title The title is correctly worded and formatted The sub-title is correctly worded and formatted User page Excellent - used effectively Description about self provided Consider linking to your eportfolio page and/or any other professional online profile or resume such as LinkedIn. This is not required, but it can be useful to interlink your professional networks. Link provided to book chapter Social contribution None summarised with link(s) to evidence Headings Basic, 2-level heading structure - could benefit from further development to limit the focus on background information and expand the focus on the target topic Key points Basic development of key points for each section, with relevant citations Avoid providing too much background information. Briefly summarise general concepts and provide internal wiki links to other book chapters and/or Wikipedia pages for further information. Then focus most of the content of this chapter on directly answering the core question(s) posed by the chapter sub-title. Overview - Consider: focusing the chapter on the 3rd focus question and reducing the emphasis on the 1st two focus questions (there are other chapters and pages about these topics) consider adding: a description of the problem and what will be covered an example or case study Use British/Australian spelling (e.g., analyze -> analyse; behavior -> behaviour) The chapter plan seems to have a clinical orientation - but also consider how CBT principles can be applied more generally to help deal with subclinical anxiety. The types of treatment section probably isn't needed - unless the focus is going to be on how CBT can supplement other approaches in helping people to deal with anxiety Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters. This is particularly important for this chapter as there are several other chapters about closely related concepts. Conclusion (the most important section): hasn't been developed what might the take-home, practical messages be? in a nutshell, what are the answer(s) to the question(s) in the sub-title? Figure A figure is presented Caption uses APA style Cite each figure at least once in the main text References OK For APA referencing style, check and correct: capitalisation italicisation doi formatting Resources See also Use bullet-points Rename links so that they are more user friendly Include source in brackets after link External links Use bullet-points Rename links so that they are more user friendly Include source in brackets after link

-- Jtneill - Talk - c 05:47, 14 September 2021 (UTC)

Video

Hi there! I came across this video that could be helpful for you to listen to. You could include it in your external links at the end of your book chapter. Here is the link: https://www.youtube.com/watch?v=yOvFrJttcLU and the video is called: Cognitive Behavioural Therapy (CBT) for Anxiety | Dr Keith Gaynor | Inspire Hope Hope this helps! Cheers --U3202023 (discuss • contribs) 23:14, 10 October 2021 (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. Chapter marks will be available via UCLearn along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is a solid chapter that makes good use of psychological theory and research to help address a practical, real-world phenomenon or problem. Addressing the topic development feedback could have helped to improve this chapter. Over-reliance on non-peer reviewed sources (e.g., American Psychological Association, 2017). Consult and cite primary, peer-reviewed sources. Move non-peer reviewed links into the external links section. For additional feedback, see the following comments and these copyedits. Overview Promising, basic Overview. The quality of written expression could be improved (e.g., see my suggested copyedits). Consider introducing a case study or example or using an image to help engage reader interest. Theory — Breadth Overly narrowly focus on clinical anxiety disorders rather than anxiety more generally. I liked the general description of therapies and CBT. This helps to set a context for a general audience who may be unfamiliar with psychological therapy and the approach of CBT. The chapter doesn't wander off into discussion of irrelevant theory. Theory — Depth Excellent detail about how CBT is applied to treating anxiety in practice. Some claims are unreferenced (e.g., see the tags). Useful examples are provided to illustrate theoretical concepts. Research — Key findings Basic overview of relevant research. Greater emphasis on major reviews and/or meta-analyses would be helpful. Research — Critical thinking Overall, basic critical thinking about research is evident. It is excellent that research is reported in detail. It is excellent that a mixture of findings are reported. Some claims are unreferenced (e.g., see the tags). Critical thinking about research could be further evidenced by: describing the methodology (e.g., sample, measures) in important studies considering the strength of relationships acknowledging limitations suggesting specific directions for future research Integration There is basic integration between theory and research. Conclusion Solid summary. Add practical, take-home message(s). Written expression — Style Written expression Overall, the quality of written expression is basic. Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences. Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in parentheses at the end of the sentence. Avoid directional referencing (e.g., "As previously mentioned"). Instead: Use active (e.g., "this chapter explored") rather than passive voice (e.g., "this chapter has explored") [1][2]. Layout Avoid having sections with 1 sub-heading - use 0 or 2+ sub-headings. Grammar The grammar for some sentences could be improved (e.g., see the tags). Use serial commas[3] - they are part of APA style and are generally recommended by grammaticists. Here's an explanatory video (1 min). Check and correct use of that vs. who. Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').[4]. Abbreviations Once an abbreviation is established (e.g., CBR), use it consistently. Don't set up an abbreviation and then not use it or only use it sometimes. Spelling Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour). APA style Figures and tables Refer to each Table and Figure at least once within the main text (e.g., see Figure 1). Citations are not in full APA style (7th ed.). For example: If there are three or more authors, cite the first author followed by et al., then year. For example, either: in-text, Smith et al. (2020), or in parentheses (Smith et al., 2020) References are not in full APA style. For example: Check and correct use of italicisation Include hyperlinked dois Written expression — Learning features Overall, the use of learning features is insufficient. No use of embedded in-text interwiki links to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See example. No use of embedded in-text links to related book chapters. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. One image. No use of table(s). One feature box. Basic use of quiz(zes). No use of case studies or examples. Social contribution Excellent user page. No logged social contributions.

-- Jtneill - Talk - c 09:58, 10 November 2021 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn 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 presentation. The presentation is under the maximum time limit. Overview The sub-title is missing on the opening slide - this would help to clearly convey the purpose of the presentation. Explain the abbreviation "CBT". Briefly explain why this topic is important. Consider asking focus questions that lead to take-away messages. Content Comments about the book chapter also apply to this section. The presentation addresses the topic. The presentation makes good use of relevant psychological theory. The presentation makes little use of relevant psychological research. The presentation makes good use of one or more examples or case studies or practical advice. Conclusion What are the practical take-home message(s) that we can use to help improve our everyday lives based on the best available psychological theory and research about this topic? The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages. Audio The audio is easy to follow. The presentation makes good use of narrated audio. Audio communication is well paced. Good intonation enhances listener interest and engagement. Audio recording quality was OK (some minor distortion - maybe microphone too close; mouse clicks audible). Mute the music during narration to help the viewer concentrate on the combination of visual information and narrated audio. Video Overall, visual display quality is good. The presentation makes good use of text and image based slides. The font size is sufficiently large to make it easy to read. The amount of text presented per slide makes it reasonably easy to read and listen at the same time. The visual communication is supplemented by some images. The presentation is basically produced using simple tools. Meta-data The chapter title but not the sub-title is used in the name of the presentation - the latter would help to clearly convey the purpose of the presentation. A written description of the presentation is not provided. A link to the book chapter is not provided. A link from the book chapter is not provided (I've added). Licensing Image sources and their copyright status are not provided. Either provide details about the image sources and their copyright licenses in the presentation description or remove the presentation. This presentation has probably violated the copyrights of image owners as images appear to have been used without permission and/or acknowledgement. A copyright license for the presentation is not provided.

-- Jtneill - Talk - c 23:17, 16 November 2021 (UTC)