Talk:Motivation and emotion/Book/2017/Psychological resilience development in children

Possible Reference

Hi, I saw your topic and realised that I had a source from a previous topic I encountered last semester, its for resiliency in children, however, it is based on delinquents. Not sure if it will be where you are heading but it was an interesting read. Hartman, J., Turner, M., Daigle, L., Exum, M. and Cullen, F. (2008). Exploring the Gender Differences in Protective Factors: Implications for Understanding Resiliency. International Journal of Offender Therapy and Comparative Criminology, 53(3), pp.249-277. http://dx.doi.org.ezproxy.canberra.edu.au/10.1177/0306624X08326910 --U3136850 (discuss • contribs) 10:50, 23 August 2017 (UTC)

Hi! Thank you for this, I am most definitely going to make mention of delinquents because you cannot help but draw the connection between how resilience is often built from low socioeconomic status, and that delinquents are often a result of a low socioeconomic upbringing. But I will be sure to better word it than I just did! Thank you :). (User talk: Telgey) 15:48, 25 August 2017.

Possible article

Hi,

I came across this article on promoting resilience in children in regards to global issues such as natural disasters, terrorism, and war, and how to reduce negative consequences in the aftermath. Masten A. S., & Narayan A. J. (2012). Child development in the context of disaster, war, and terrorism: Pathways of risk and resilience. Annual Review of Psychology, 63, 227-257. https://doi-org.ezproxy.canberra.edu.au/10.1146/annurev-psych-120710-100356 --Mayoh 11 (discuss • contribs) 01:00, 3 September 2017 (UTC)

Related chapter

Hey there! I'm currently working on the chapter Emotional resilience in space. I think you might find some of my resources on emotional/psychological resilience interesting, although they do focus less on childhood. I've started putting them in the Resources section of my chapter, so feel free to check back now and then in case they help you in your research! I'll be sure to keep up to date with yours as well, it's a great area of research. I've also made some very minor grammatical changes, you can check them out on your page history of course. Good luck with your chapter! --U3154661 (discuss • contribs) 05:02, 3 September 2017 (UTC)

Possible external link

Hi, I thought this topic sounded very interesting and I hope it is going well. I had an idea of a possible link to add to your external links section. The ABC Life At 5 series has an episode on resilience which may be useful and interesting. Also it is quite relevant as it is a recent Australian study, with quite reputable researchers (i think). I hope its helpful. http://www.abc.net.au/tv/life/about_the_series/life_at_5.htm Cheers Eva.--EvaSutton (discuss • contribs) 09:12, 3 September 2017 (UTC)

Topic development review and 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 through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks will be available later via Moodle. Keep an eye on Announcements. 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, sub-title, TOC Good Sub-title needs correction to be consistent with the book table of contents Authorship details removed - authorship is as per the page's editing history User page Created Used effectively Social contribution Confusing to have 2 sections labelled as social contributions 3 contributions logged No summaries of the contributions provided - add more detail about what was contributed Links to contributions are indirect - takes some scrolling and hunting and pecking to find the contribution. The best links go directly to evidence of the contribution e.g. see book chapter author guidelines Section headings A 2-level heading structure provided (which is about the right level of complexity) Avoid overly long headings Definitions do not need their own section - incorporate into the Overview or other sections "Importance to the subject?" is a vague heading - a stronger chapter could develop more topical headings. Ideally, the material within each section could be useful in its own right and can be linked to, so should have a stand-alone meaningful heading Make sure to avoid providing too much background/generic material. Instead briefly summarise background concepts and provide wiki links to further information. Then focus most of the content on directly answering the core question posed by the sub-title of chapter. Key points The "Learnt resilience" section contains additional questions which are probably beyond this chapter's scope - instead concentrate on identifying and integrating a summary of the best available psychological theory and research to address the chapter's sub-title (core question). Similar story with "Resilience in the workforce" etc. The key to a good chapter is directly addressing the topic and only addressing the topic. Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles. Consider including more examples/case studies Relevance of the Resilience scale is dubious - the topic isn't about measurement, unless there are some particularly pertinent issues related to measurement of psychological resilience in children that relates to the development of that resilience Image 2 images embedded - the first one is great and well captioned. It is not clear how the second one is related to the core topic. References Good. For full APA style: Use correct capitalisation Use full journal name Use the new recommended format for dois - http://blog.apastyle.org/apastyle/2014/07/how-to-use-the-new-doi-format-in-apa-style.html Do not include issue numbers for journals which are continuously numbered within a volume Resources See also Excellent External links OK (include source/destination in brackets after link)

-- Jtneill - Talk - c 01:27, 16 October 2017 (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 Overall, this is a reasonable chapter. The sub-title has been corrected to match the topic listed in the book table of contents. Theory The section "How is resilience developed?" seems to list groups that are vulnerable to low resilience or need higher resilience in order to cope with risk factors? Needs clearer explanation. Greater caution is needed around the relationship between early deprivation and resilience (e.g., as implied in the Overview, some sections in the main body, and to a less extent in the Conclusion). The claim that early childhood deprivation is associated with resilience is problematic and needs further explanation/clarification. For example, the combination of challenge and support is more likely to develop resilience, than simply being exposed to challenge. This chapter presents a somewhat simplified and dangerous view that deprivation/challenge is sufficient for developing resilience in children. The quiz question/answer about Sally is also problematic. The claim that resilience fades away in the absence of risk/challenge is also problematic. Does it fade away or is it dormant is the absence of risk factors? Evidence? Some sections are not focused on PR in children e.g., "Psychological resilience in the workforce" - remove and focus on the topic, and link to other relevant chapters about related areas. Research Several useful/relevant research studies are described. Greater emphasis on major reviews and meta-analyses would be helpful. The reported results of the Sigal and Weinfeld study seem contradictory and confusing - were participants exposed to war more resilient? When describing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship. Some statements were unreferenced - see the tags Written expression Written expression Some sections only consist of bullet-points, rather than sentences and paragraphs Some paragraphs were overly long. Each paragraph should communicate one key idea in three to five sentences. Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences. Learning features More use of interwiki links would make the text more interactive. Basic use of images. No tables. 2 case studies. 1 quiz question. Spelling, grammar and proofreading Check and correct use of ownership apostrophes e.g., individuals -> individual's Check and correct use of that vs. who Check and correct of of affect vs. effect The grammar for some sentences could be improved - see the tags APA style Use APA style for citations. Use APA style for Figure captions References Remove bullet-points Add hanging indent Apply APA style capitalisation, italics, full journal names, active doi hyperlinks etc.

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 reasonably good presentation. Structure and content The content is reasonably well selected and organised, however the presentation feels rushed/fast, so to improve, be more selective and what to cover and cover less content more slowly and effectively. Communication For a more effective presentation, reduce the amount of content and slow down the narration Some of the text is presenting too quickly on the screen to be read The visual animated presentation works well. Production quality Use the full chapter title and sub-title on the Title slide and in the meta-data for presentation. The presentation should be publicly available in the long-term, not just temporarily for marking purposes - as it stands, the link from the book chapter will soon be broken . One way around this is to export the video to youtube - e.g., see https://www.wikihow.com/Upload-A-GoAnimate-Video-on-YouTube-When-You-Are-Using-A-Free-Trial No licensing information is provided

-- Jtneill - Talk - c 06:47, 27 November 2017 (UTC)