Talk:Motivation and emotion/Book/2021/Youth at risk

Research article

I found this article this source that could works for your topic, it provides a lot of case studies that you might find useful. https://www-oecd-ilibrary-org.ezproxy.canberra.edu.au/education/co-ordinating-services-for-children-and-youth-at-risk_9789264163195-en --U3203031 (discuss • contribs) 21:52, 29 August 2021 (UTC)

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 Created - minimal, but sufficient Brief 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 Summarised with indirect link(s) to evidence Add direct links to evidence. To do this: View the page history, select the version of the page before and after your contributions, click "compare selected revisions", and then use this website address as a direct link to evidence for listing on your user page. For more info, see Making and summarising social contributions. Headings Solid developed 2-level heading structure, with meaningful headings that directly relate to the core topic Consider how to represent key theory in the heading structure Great to see the solution focus of the intervention section Key points Basic development of key points for most sections, with some relevant citations Overview - Consider adding: a description of the problem and what will be covered focus questions an image an example or case study Perhaps consider the distinction between externalised (e.g., anti-social behaviour, conduct disorder) and internalised responses (e.g., depression, anxiety). Use APA style 7th edition for citations with three or more authors (i.e., FirstAuthor et al., year) For sections which include sub-section include key points for an overview paragraph prior to branching into the sub-headings Consider reviewing research about ACEs (adverse childhood events) and outcomes such as health. This could offer a theoretical framework. Another useful framework could be the ARACY common approach. Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters Consider including more examples/case studies 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 The caption makes a somewhat bizarre claim that YAR look different - is there support for this? Caption should include Figure X. ... Cite each figure at least once in the main text References Good For APA referencing style, check and correct: capitalisation dois should be active (clickable) hyperlinks Resources Excellent

-- Jtneill - Talk - c 04:56, 12 September 2021 (UTC)

Suggestions

Hey! This is a really interesting topic and I feel like it is really relevant to current world issues! A suggestion I have is the rising number of youth using e-cigarettes! Here is an article to get you started: https://www.sciencedirect.com/science/article/pii/S0376871619301553 --U3204694 (discuss • contribs) 10:08, 30 September 2021 (UTC)

https://link.springer.com/article/10.1186/s12889-019-7856-0 Hi! I thought this would be helpful in expanding knowledge on support groups and interventions. I'd be interested to see if you incorporate it and hopefully it helps you out! Liam (u3203462).

Feedback

Yo, your article is coming along nicely however I would suggest adding more interactive features like quizzes and case studies to help the understanding of your topic. More images wouldn't hurt :) - u3203031

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. For additional feedback, see the following comments and these copyedits. Overview Reasonably good Overview. Explains the problem or phenomenon. Clear focus question(s). Consider introducing a case study or example or using an image to help engage reader interest. Figure 1 is confusing - needs further clarification or explanation. Theory — Breadth Relevant theory is reasonably well explained. Some claims are unreferenced (e.g., see the tags). Build more strongly on other related chapters (e.g., by incorporating embedded links to other chapters in this category: Category:Motivation and emotion/Book/Adolescence). Theory — Depth Basic depth is provided about the selected theory(ies). Key citations are well used. More examples could be useful to illustrate key concepts. Research — Key findings Basic overview of relevant research. Greater emphasis on major reviews and/or meta-analyses would be helpful. Research — Critical thinking Basic critical thinking about research is evident. 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 discussing the direction of relationships considering the strength of relationships acknowledging limitations suggesting specific directions for future research Integration Discussion of theory and research is well integrated. Conclusion Basic summary. Consider reminding the reader about the importance of the problem or phenomenon of interest. Add practical, take-home message(s). Written expression — Style Written expression Overall, the quality of written expression is good. Reduce use of weasel words (e.g., "found to be") which bulk out the text, but don't enhance meaning. "People" or "youth" are often better terms than "individuals". Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences. Layout Sections which branch into sub-sections should include an introductory paragraph before branching into the sub-sections. Grammar Use serial commas[1] - they are part of APA style and are generally recommended by grammaticists. Here's an explanatory video (1 min). Abbreviations Check and correct grammatical formatting for abbreviations (such as e.g., i.e.., et al., etc.). APA style Do not capitalise the names of disorders, therapies, theories, etc.. Use double (not single) quotation marks "to introduce a word or phrase used as an ironic comment, as slang, or as an invented or coined expression; use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" (APA 7th ed., 2020, p. 159). Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numerals (e.g., 10). 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 Page numbers should be separated by an en-dash (–) rather than a hyphen (-) 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 (e.g., General strain theory, crime, and delinquency). Basic use of image(s). No use of table(s). Basic use of feature box(es). Basic use of quiz(zes). No use of case studies or examples. Social contribution ~2 logged social contributions without direct links to evidence, so unable to easily verify and assess.

-- Jtneill - Talk - c 04:03, 11 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, effective presentation. Overview An opening slide with the title is presented and narrated - this helps to clearly convey the purpose of the presentation. Also narrate the sub-title. Briefly explain why this topic is important. Consider asking focus questions that lead to take-away messages. Content Comments about the book chapter may also apply to this section. The presentation addresses the topic. An appropriate amount of content is presented - not too much or too little. The presentation makes basic use of relevant psychological theory. The presentation makes good use of relevant psychological research. The presentation could be improved by making more use of examples or case studies. Conclusion 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. Basic intonation somewhat enhanced listener interest and engagement. Audio recording quality was very good. Video Overall, visual display quality is basic. The presentation makes basic use of text and image based slides. The font size is sufficiently large to make it easy to read. Some of the font size on some slides should be larger to make it easier to read. Consider using a sans-serif typeface to make the text easier to read. The amount of text presented on most slides makes it easy to read and listen at the same time. The amount of text presented on some slides should be reduced to make it easier to read and listen at the same time. The visual communication is supplemented in a basic way by images and/or diagrams. The presentation is basically produced using simple tools. Meta-data The chapter title is used, but the sub-title (or a shortened version of it) is not 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 provided. Links to and from the book chapter are provided. Licensing Image sources and their copyright status are communicated on a slide after the time limit. Ideally, provide clickable links to the original image sources (e.g., in the description). A copyright license for the presentation is provided.

-- Jtneill - Talk - c 10:15, 20 November 2021 (UTC)