Talk:Motivation and emotion/Book/2024/Antisocial behaviour in children

Sources that may assist

Good afternoon, I have found two studies on antecedents to antisocial behaviour and have briefly summarised them. They may be of use as I saw that one of your focus questions is on this topic!

Dekovic,M., Wissink.B.I., Meijer.M.A. (2004) The role of family and peer relations in adolescent antisocial behaviour: comparison of four ethnic groups. Journal of Adolscence 27, 497-514 https://doi.org/10.1016/j.adolescence.2004.06.010

·      Examined whether the same model of family and peers influence antisocial behaviour when the adolescents are in different ethnic groups.

·      Hypothesised that cross-ethnic variations will result in stronger relations between parent-child relations and adolescent behaviour due to family loyalty and the impact of immigration on parent-adolescent relationships. They did however note they may also expect a weak relationship between parent-adolescent relationships and adolescent adjustment among ethnic minorities.

·      Sample comprised of 698 3 adolescents (second year of high school); 68% who were Dutch, 11% who were Moroccan, 13% who were Turkish and 8% who were Surinamese. The mean age of the students was 14.43.

·      The data was collected via a larger survey study and the data collection was done at school. The survey took around 50 minutes to complete, and students were provided assistance if they required it. The assessed constructs were antisocial behaviour, positive quality, negative quality, adolescent disclosure and deviant peers.

·      The results showed that the main effect on the various constructs was age and gender, not ethnicity. Boys showed higher levels of antisocial behaviour. Older adolescents reported more peer deviance, with older boys being more involved with more deviant peers.

·      Results showed few ethnic differences in the mean level of all assessed constructs. All groups involved in the study reported a similar high degree of satisfaction and closeness with their parents. All ethnic minorities shared the common challenge of bridging the gap between a more traditional home life and the modern values encountered outside of the home.

·      However, the associations of parent and peer relations with antisocial behaviour varied across different ethnic groups.

·      Limitations of the study include; due to the cross-sectional nature of the data, answers cannot be provided regarding the direction of the effects of these associations.

Hill,J. Early identification of individual at risk for antisocial personality disorder (2003) British Journal of Psychiatry 182 (44), 11-14 https://doi.org/10.1192/bjp.182.44.s11 P

·       Antisocial behaviours begin with constant conduct problems as a young child, this study reviews research to address the key areas of this relationship.

·       The author found that there was “ample grounds for making strenuous efforts to prevent the appearance of aggressive and disruptive behaviours in young children, and to intervene early once they have been identified”.

·       There is substantial support from past research that parent management training programmes are effective in reducing antisocial/conduct problems in children.

·       Substantial support for the use of stimulants for children with attention-deficit hyper-activity disorder (ADHD).

·       Children who exhibit unemotional traits tend to have a deficit in processing behavioural evidence of other distress. IvaPuskarica (discuss • contribs) 04:40, 26 September 2024 (UTC)

Book 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 reasonably good chapter. It makes good use of psychological theory and basic use research to address a real-world phenomenon or problem. The chapter tends towards a developmental rather than motivational perspective on ASD Some parts are incomplete, but the maximum word count is suggest, which indicates that the plan is too ambitious (too much general material and not enough narrow focus on the exact topic) Very good use of academic, peer-reviewed citations to support claims In some places, better use could be made of academic, peer-reviewed citations (e.g., see the tags) For additional feedback, see the following comments and these copyedits Overview Reasonably good The case study is about an adult; but the topic relates to childhood Include an image with the case study to help engage reader interest Explains the psychological problem or phenomenon reasonably well The focus questions are reasonably good Theory A very good range of somewhat relevant theories are selected, described, and explained Builds effectively on other chapters and/or Wikipedia articles Very good depth is provided about relevant theory(ies) Very good use of tables, figures, and/or lists to help clearly convey key theoretical information The tables seemed a little odd/out of context - were they AI-generated? Key citations are well used In some places, there is insufficient use of academic, peer-reviewed citations (e.g., see the tags) Very good use of examples to illustrate theoretical concepts Research Basic review of relevant research More detail about key studies would be ideal In some places, there is insufficient use of academic, peer-reviewed citations (e.g., see the tags) Insufficient critical thinking about relevant research is evident 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 pointing out critiques/counterarguments suggesting specific directions for future research Some claims lack sufficient citation (e.g., see the tags) Integration Basic integration between theory and research The chapter places more emphasis on theory than on research; strive for an integrated balance Insufficient integration with chapters Conclusion Basic summary and conclusion Address the focus questions Add practical, take-home message(s) Style Written expression Overall, the quality of written expression is reasonably good Use active (e.g., "this chapter explores") rather than passive voice (e.g., "this chapter has explored" or "this chapter will explore") [1][2] Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. Layout Use the default heading style (e.g., remove additional italics, bold, and/or change in font size) Remove abbreviations from headings Grammar The grammar for many sentences could be improved (e.g., see tags) by using a grammar checking tool, accessing UC services like Studiosity, and/or seeking peer feedback on draft work Check and correct use of semicolons (;) and colons (:) Check and make correct use of commas Check and correct use of possessive apostrophes (e.g., cats vs cat's vs cats') Abbreviations Check and correct formatting of abbreviations (such as e.g., i.e., etc.) Proofreading More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard APA style Use sentence casing for the names of disorders, therapies, theories, etc. Use serial commas[3][4] Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" (APA Style 7th ed., 2020, p. 159) Figures Very well captioned Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., "(see Figure 1)"; do not use bold, italics, check and correct capitalisation). Tables Use APA style for captions (see example) Each Table is referred to at least once within the main text using APA style Citations use very good APA Style (7th ed.): List multiple citations in alphabetical order by first author surname References use reasonably good: Check and correct use of capitalisation[5] Check and correct use of italicisation Learning features Excellent use of learning features Excellent use of embedded in-text interwiki links to Wikipedia articles One 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. Excellent use of figure(s) Very good use of table(s) Very good use of feature box(es) Very good use of scenarios, case studies, or examples Excellent use of quiz(zes) and/or reflection question(s) Basic use of the "See also" section Also include links to related Wikipedia articles Use alphabetical order Good use of the "External links" section Use alphabetical order Social contribution ~3 logged, useful, mostly moderate to major contributions with direct links to evidence

-- Jtneill - Talk - c 10:27, 27 November 2024 (UTC)

Multimedia presentation 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 over the maximum time limit. Content beyond 3 mins is ignored for marking and feedback purposes. Overview The opening conveys the purpose of the presentation in a good way The presentation has a basic introduction to engage audience interest A context for the presentation is established through an example Consider asking focus questions to help focus and discipline the presentation Content Comments about the book chapter may also apply to this section The presentation somewhat addresses address the topic There is too much content (goes over time). Provide a higher-level presentation. It is better to cover a small amount of well-selected content well than a large amount poorly. The presentation makes good use of relevant psychological theory The presentation makes insufficient use of relevant psychological research The presentation makes insufficient use of citations to support claims The presentation makes basic use of examples The presentation could be improved by providing practical advice The presentation provides reasonably easy to understand information Conclusion A Conclusion is not presented within the time limit Provide a conclusion which summarises the most relevant psychological theory and research about this topic, with take-home messages for each focus question Audio The audio is easy to follow The presentation makes reasonably good use of narrated audio Audio communication is reasonably well-paced Reasonably good intonation The narration is reasonably well practiced and/or performed Audio recording quality was reasonably good The narrated content is reasonably well matched to the target topic Video Overall, visual display quality is basic The presentation makes basic use of text and image based slides Some of the font size could be larger to make it easier to read Using a sans-serif typeface would make the text easier to read Consider increasing line spacing to make the text easier to read Use sentence casing rather than all capitals for a more professional presentation The amount of text presented per slide makes it reasonably easy to read and listen at the same time The visual communication is supplemented in a basic way by relevant images and/or diagrams The presentation is reasonably well produced using simple tools The visual content is reasonably well matched to the target topic Meta-data The correct title and sub-title (or an abbreviation to fit within the 100 character limit) are used in the name of the presentation — this helps to clearly convey the purpose of the presentation A brief written description of the presentation is provided. Expand. Provide a written description of the presentation to help potential viewers Excellent/Very good/Good/Basic use of time codes Links to and from the book chapter are provided An active hyperlink to the book chapter is provided A link from the book chapter is provided Licensing Image sources and their copyright status are communicated A copyright license for the presentation is clearly indicated

-- Jtneill - Talk - c 00:02, 28 November 2024 (UTC)