Talk:Motivation and emotion/Book/2023/Trauma and emotion

Suggestion for case study

Would be interesting to look into traumatic brain injury and how it effects the brain. Might be able to find individual cases on schizophrenia. --U3177510 (discuss • contribs) 12:46, 30 August 2020 (UTC)

Book suggestion

Check out the book 'The Body Keeps the Score' by Bessel van der Kolk'. This book represents everything that is groundbreakingly wonderful and and pseudoscientifically horrendous about trauma research --U3122220 (discuss • contribs) 19:08, 15 October 2020 (UTC)

Trauma and emotion Resources

Hi there, this is a great topic and I am looking forward to reading your chapter. I have done some research and I think you can definitely use the below resources for starter references. The initial resource can also help you with the structure of your chapter.

1. <https://www.webmd.com/mental-health/emotional-trauma-18/emotional-trauma-aftermath> 2. <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2800360/> 3. <https://www.ncbi.nlm.nih.gov/books/NBK207191/>

--U3170318 (discuss • contribs) 09:04, 25 August 2020 (UTC)

Trauma and Emotion Suggestion for content

I'd find it interesting to read about secondary trauma and the affect it has on emotion so I thought perhaps this might be an idea that you would like to consider as a section of your chapter. I have a Wikipedia link that you might like to check out. https://en.wikipedia.org/wiki/Secondary_trauma --U3183539 (discuss • contribs) 12:10, 29 August 2020 (UTC)

Content suggestion

Hi, it might be interesting to look at specific types of trauma and whether emotional responses differ between these (e.g. childhood trauma, interpersonal trauma, disasters). It could also be worth considering differences between acute, chronic and complex trauma. I hope this is helpful. --U3192645 (discuss • contribs) 03:14, 6 October 2020 (UTC)

Trauma and emotion suggestion

Hi, this topic looks like it could be very interesting. I have looked on youtube about the effects of trauma and emotion and found a few Tedtalks that you might like to have a look at. I'll leave the links here for you to look at! https://www.youtube.com/watch?v=m9Pg4K1ZKws, https://www.youtube.com/watch?v=BEHDQeIRTgs --User:Maddison gray1

Initial suggestions

@Clarestuparich: Thanks for taking on this topic. Some initial suggestions:

• Note that this is a broad topic (so provide an overview, with links to more specific, trauma-related chapters).
• Someone else made an early attempt on this chapter previously. Feel free to take, leave, etc. whatever content you see fit.
• There are several other trauma chapters, so check them out and see how they can be linked to and from the current chapter: Category:Motivation and emotion/Book/Trauma
• If you find the topic too broad and can identify a more specific topic that is not covered by other chapters, feel free to negotiate a refined topic
• There are some useful suggestions above from others on this talk page.

Let me know if I can do anything else. Sincerely, James -- Jtneill - Talk - c 01:41, 12 August 2023 (UTC)

Topic development feedback

The topic development submission 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 for editing changes made whilst reviewing this 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.

Title The title is correctly worded and formatted The sub-title is correctly worded and formatted Remove author name – authorship is as per the page's editing history Headings Basic, 1-level heading structure – would benefit from further development, perhaps using a 2-level structure Consider adopting closer alignment between the sub-title, focus questions, and top-level headings Quiz questions don't need a heading. Instead embed each question in its corresponding section somewhere where relevant. Overview Add a scenario in a feature box at the start to help catch reader interest Which population? Consider adding an image Add focus questions Consider adding an image (e.g., to a scenario feature box) Key points Excellent – key points are well developed for each section, with relevant citations Promising balance of theory and research Conclusion (the most important section): Well developed What might the take-home, practical messages be? (What are the answer(s) to the question(s) in the sub-title and/or focus questions?) Figure A relevant figure is presented Good caption but could more clearly relate to text Cite each figure at least once i(n) the main y(tex)t Learning feature Limited use of in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters Promising use of quiz question(s) Consider including more examples/case studies, table(s) etc. References OK For APA referencing style, check and correct: remove line breaks make doi hyperlinks active (i.e., clickable) page numbers should be separated by an en-dash (–) rather than a hyphen (-) Resources See also Not developed External links Choose links which are more closely tied to the topic User page Created – minimal, but sufficient Brief description about self provided – consider expanding 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 One type of contributions with direct link(s) to evidence No evidence of discussion/talk page feedback or discussion forum/Twitter discussion engagement

-- Jtneill - Talk - c 04:16, 20 September 2023 (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 an excellent chapter. It successfully uses psychological theory and research to address a practical, real-world phenomenon or problem. For additional feedback, see the following comments and these copyedits Overview Well developed Consider providing a case study or scenario with an image in a feature box to help engage reader interest Clearly explains the problem or phenomenon Clear focus questions Theory An excellent range of relevant theories are selected, described, and explained Build more strongly on other related chapters (e.g., by embedding links to other chapters) Insightful depth is provided about relevant theory(ies) No use of tables, figures, and/or lists are to help clearly convey key theoretical information Key citations are well used Excellent use of examples to illustrate theoretical concepts Research Excellent review of relevant research Excellent critical thinking about relevant research is evident Integration Excellent integration between theory and research Conclusion Excellent summary and conclusion Key points are well summarised Clear conclusion(s) Add practical, take-home message(s) Style Written expression Overall, the quality of written expression is excellent Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[1] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes Layout The chapter is well structured, with major sections using sub-sections Include an introductory paragraph before branching into the sub-sections (see tags) Grammar, spelling, and proofreading are excellent The grammar for some sentences could be improved (e.g., see the tags) Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) > Figures Figures are very well captioned Each Figure is referred to at least once within the main text Refer to each Figure using APA style (e.g., do not use italics, check and correct capitalisation) Citations use correct APA style Move non-peer-reviewed sources to the external links section References are not in full APA style. For example: Check and correct use of italicisation Learning features Good use of learning features Basic use of embedded in-text interwiki links to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even 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. Good use of image(s) No use of table(s) Very basic use of feature box(es) Excellent use of quiz(zes) and/or reflection question(s) No use of case studies or examples Very good use of interwiki links in the "See also" section Basic use of external links in the "External links" section Social contribution ~3 logged, useful, minor social contributions with direct links to evidence

-- Jtneill - Talk - c 09:32, 1 November 2023 (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 very good presentation The presentation is under the maximum time limit, so there was room for further development of the ideas Overview An opening slide with the sub-title is displayed and narrated. Also display and narrate the title — this helps to clearly convey the purpose of the presentation and to be consistent with the book chapter. Create an engaging introduction to hook audience interest Establish a context for the presentation (e.g., by using an example or explaining why it is important), to help the viewer understand Consider asking focus questions that lead to take-away messages. This will help to focus and discipline the presentation. 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 very good use of relevant psychological theory The presentation makes very good/ use of relevant psychological research Some citations are included to support claims The presentation makes basic use of one or more examples or case studies or practical advice The presentation provides practical, easy to understand information Provide practical, easy to understand information Conclusion A Conclusion slide is presented with very good take-home message(s) Take-home messages 1 and 3 seem to be similar? Audio The audio is easy to follow and interesting to listen to The presentation makes very good use of narrated audio Audio communication is well paced Very good intonation The narration is well practiced and/or performed The audio is very slightly cut-off at the beginning Audio recording quality was good. Review microphone set-up to achieve higher recording quality. Probably an on-board microphone was used (e.g., keyboard and/or mouse clicks were audible). Consider using an external microphone. The narrated content is well matched to the target topic (see content) Video Overall, visual display quality is good The presentation makes basic use of text and image based slides The font size is sufficiently large to make it easy to read Consider using a sans-serif typeface to make the text easier to read The amount of text presented per slide makes it easy to read and listen at the same time The visual communication is supplemented in a basic way by images Also consider using diagrams The presentation is basically produced using simple tools The visual content is well matched to the target topic (see content) Meta-data The chapter title is used, but the sub-title (or a shortened version of it) is not used, as the name of the presentation. The sub-title (or an abbreviation of the sub-title that fits within the 100 character limit) would help to clearly convey the purpose of the presentation. A very brief written description of the presentation is provided. Expand. Excellent use of time codes Links to and from the book chapter are provided An active hyperlink to the book chapter is provided The presentation is incorrectly categorised as being for kids. This creates limitations, such as being unable to add the presentation to a playlist. More info. Licensing Image sources are communicated 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 provided in the presentation but not in the meta-data

-- Jtneill - Talk - c 09:51, 11 November 2023 (UTC)