I can see problematic alcohol use is defined by the Australian government guidelines. Might be interesting to add in some guidelines from other countries to see if they vary significantly from the Australian ones --JulesCro (discuss • contribs) 18:19, 30 August 2020 (UTC)[reply]
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.
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Promising 3-level heading structure - could benefit from further development to narrow in more specifically on the topic in the sub-title.
User lower-case headings even for theory names - see APA style
Sections which include sub-sections should also include an overview paragraph (which doesn't need a separate heading) before branching into the sub-headings.
Overview and Conclusion (the most important sections) have not been developed
Remove or adapt generic template content.
Avoid providing too much background information. Briefly summarise generic concepts and provide internal wiki links to further information. Then focus most of the content on directly answering the core question(s) posed by the chapter sub-title.
Basic development of key points for main sections, with relevant citations.
Very good coverage of theory.
Limited coverage of research.
Key points are well developed for each section, with relevant citations.
This is the first time i have come across the term "Brief motivational interventions" perhaps you could do a comparison to more traditional types of interventions for alcohol abuse for context.
Cheers :)
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 UCLearn, along with social contribution marks and feedback. Keep an eye on Announcements.
Overall, this is a reasonable chapter that successfully uses some basic psychological theory and research to help explain a practical, real-world psychological technique.
For additional feedback, see following comments and these copyedits.
Basic but sufficient coverage of theory involving the relation between the target constructs is provided.
What exactly happens in a session? Spell it out e.g., in a table or figure or bullet-point list e.g.,
Explain up front how long "brief" intervention is considered to be - don't keep the reader guessing. How long is each session? How many sessions? How far apart? etc.
How are participants recruited to brief motivational interventions?
A key reference (Carey et al., 2006) is almost 15 years old; anything more recent?
More detail and elaboration about brief motivational interventions for problematic alcohol would be of more value to this chapter than the detour into alcohol education and readiness for change interventions.
Basic but sufficient coverage of research involving the relation between the target constructs is provided.
Although it makes sense to focus on at-risk demographics, this chapter seems to be overly narrowly focused on university students. Is this approach also used with people from other demographics?
Table 1 provides a promising summary of four studies. Include more detail e.g., the target groups, sample sizes, and characteristics of the intervention. What is the counter-evidence? e.g., studies that show no results?
Greater emphasis on major reviews and/or meta-analyses would be helpful.
Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences.
Layout
The chapter is well structured, with major sections using sub-sections.
Learning features
Promising use of case studies or examples. The case study could be improved by providing more detail about the nature of the intervention.
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.
No use of embedded in-text links to related book chapters. Embedding links to related book chapters helps to integrate this chapter into the broader book project.
Basic use of image(s).
Good use of table(s).
Excellent use of feature box(es).
No use of quiz(zes).
Use bullet-points and numbered lists, per Tutorial 1.
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.
Comments about the book chapter also apply to this section.
An appropriate amount of content is presented - not too much or too little.
Consider adding and narrating an Overview slide (e.g., with focus questions), to help orientate the viewer about what will be covered.
The presentation makes good use of theory.
The presentation makes basic use of research.
The presentation makes basic use of one or more examples or case studies or practical advice.
A Conclusion slide is presented with a take-home message(s).
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.
