Talk:Motivation and emotion/Book/2024/Adverse childhood experiences and emotion regulation

Initial suggestions

@U3242902: Thanks for tackling this topic. Some initial suggestions:

• Check out other related chapters and see how you can build on, link to, and integrate with that work:
  • Category:Motivation and emotion/Book/Children
  • Category:Motivation and emotion/Book/Emotional self-regulation
  • Category:Motivation and emotion/Book/Trauma
• Also search past book chapters for related topics
• For the topic development, consider:
  • What psychological theory(ies) can help to understand and explain this topic?
  • What is the main research in this area?
• Let me know if I can do anything else to support the development of this chapter.

Sincerely, James -- Jtneill - Talk - c 04:12, 10 August 2024 (UTC)

Suggestions for future research

Hello,

I have read through what you have for your book chapter so far, and it looks like a really interesting topic. I look forward to reading it once it has been finished! My book chapter is on a similar topic to yours, also focussing on emotion regulation, so I thought I’d leave some resources that I hope will help in the development of your chapter.

I’ve found through my own research that James Gross is a very proficient author and researcher in the field of emotion regulation. Below is the link to a paper of his that I myself have referenced in my book chapter, as I believe it nicely defines emotion regulation and goes on to explain two emotional regulation strategies (the process model and the extended process model) and their outcomes. This could be a good starting point for your own information on emotional regulation. I would just recommend keeping in mind that, according to feedback I received from James, you should only briefly outline emotion regulation in your overview, as the majority of your chapter should focus on the interaction between emotion regulation and ACEs, not the individual constructs.

Gross, J.J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, [online] 26(1), pp.1–26. doi:https://doi.org/10.1080/1047840x.2014.940781 .

I also noticed that you plan to include a section on the impact of ACEs on brain development and neurology. I also examined this in my own chapter, and found that one of the most prominent influences on emotion regulation is the amygdala. Below is an introductory research paper that generally outlines emotion regulation in the brain. While it is not specific to ACEs, it might be a good starting point if you want to look it over.

Martin, R.E. and Ochsner, K.N. (2016). The neuroscience of emotion regulation development: implications for education. Current Opinion in Behavioral Sciences, [online] 10, pp.142–148. doi:https://doi.org/10.1016/j.cobeha.2016.06.006 .

One final thing that might be interesting to include alongside neuroscience is the exploring ACEs and hormones in the brain. Specifically, I looked at how cortisol levels are influenced by ACEs, and the paper linked below seemed like an interesting examination of this in Nigerian young adults.

Wong, K.E., Wade, T.J., Moore, J., Marcellus, A., Molnar, D.S., O’Leary, D.D. and MacNeil, A.J. (2022). Examining the relationships between adverse childhood experiences (ACEs), cortisol, and inflammation among young adults. Brain, Behavior, & Immunity - Health, [online] 25, p.100516. doi:https://doi.org/10.1016/j.bbih.2022.100516.

‌All the best with the rest of your book chapter! --U3236447 (discuss • contribs) 07:06, 29 September 2024 (UTC)

Topic development feedback

The topic development submission has been reviewed according to the marking criteria. Written feedback is below, plus see the general feedback page. Please also check the page history for 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. Marks are available via UCLearn. Marks are based on the latest version before the due date.

1. Title I've tweaked the title and sub-title to be consistent with the book table of contents. 2. Headings Use sentence casing for theories (e.g., see casing on Wikipedia for these theories) Promising 2-level heading structure – could benefit from further development by expanding the structure Consider adopting closer alignment between the sub-title, focus questions, and top-level headings 3. Overview Move the scenario or case study into a feature box (with an image) to the start of this section to help catch reader interest A brief, evocative description of the problem/topic is provided Some promising development Closer alignment between the sub-title, focus questions, and top-level headings is recommended Move focus questions into a feature box I've done some revisions - see what you think 4. Key points Partial development of key points for some sections, with some relevant citations Adverse Childhood Experience should not capitalised (APA style) There seems to be reasonably good coverage of theory, however, strive to balance the content with critical review of relevant research Use APA style 7th edition for citations (e.g., do not include author initials) Avoid overcapitalisation (APA style) – more info I recommend using the Studiosity service and/or a service like Grammarly to help improve the quality of written expression, particularly correction of grammatical and spelling errors. Use bullet-points as demonstrated in Tutorial 2 Conclusion (the most important section): Hasn't been developed 5. Figure A relevant figure is presented and captioned Cite each figure at least once in the main text using APA style 6. Learning feature Promising use of in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters Move external links to the external links section Promising use of example(s)/case study(ies) Consider including more examples/case studies, quiz question(s), table(s) etc. 7. References OK Are there any systematic reviews about this topic? Move non-academic / non-peer reviewed sources to External links For APA referencing style, check and correct: capitalisation italicisation doi formatting make doi hyperlinks active (i.e., clickable) page numbers should be separated by an en-dash (–) rather than a hyphen (-) 8. Resources See also Not developed External links Not developed 9. User page Very good 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 10. Social contribution Good – two out of three types of contributions made with with direct link(s) to evidence The other type of contribution is making: comments on chapters (past or current) Use a numbered list (see Tutorial 02)

-- Jtneill - Talk - c 08:23, 18 August 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 research to address a real-world phenomenon or problem. In some places, better use could be made of academic, peer-reviewed citations (e.g., see the tags) Move embedded non-peer-reviewed links into the External links section For additional feedback, see the following comments and these copyedits Overview Solid Engages reader via a case study or scenario in a feature box; also include a relevant image (fixed) Explains the psychological problem or phenomenon reasonably well Clear focus questions Theory A very good range of relevant theories are selected, described, and explained Build more strongly on related chapters and/or Wikipedia articles (e.g., by embedding links to other chapters) Very good depth is provided about relevant theory(ies) Some use of tables, figures, and/or lists to help convey key theoretical information In some places, there is insufficient use of academic, peer-reviewed citations (e.g., see the tags) Reasonably good use of examples to illustrate theoretical concepts Research Reasonably good 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) Basic 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 Reasonably good integration between theory and research Conclusion Reasonably good summary and conclusion Add practical, take-home message(s) Style Written expression Overall, the quality of written expression is reasonably good Some sentences could be explained more clearly (e.g., see the and tags) Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. Develop the bullet point statements into full sentences and paragraphs Layout The chapter is well structured, with major sections using sub-sections Include an introductory paragraph before branching into the sub-sections (see tags) See earlier comments about heading casing Grammar The grammar for some sentences could be improved (e.g., see the tags) Consider using a grammar checking tool Another option is to use a services provided by UC, such as Studiosity Another option is to share draft work with peers and ask for their assistance Spelling Some words are misspelt (e.g., see the tags). Spell-checking tools are available in most internet browsers and word processing software packages. Proofreading More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard Remove unnecessary capitalisation APA style Use sentence casing for the names of disorders, therapies, theories, etc. Figures Very well well captioned Use this format for captions: Figure X. Descriptive caption goes here in sentence casing. See example. Each Figure is referred to at least once within the main text Refer to each Figure at least once within the main text (e.g., see Figure 1) Numbering needs correcting Increase some image sizes to make them easier to read Tables Use APA style for captions (see example) Refer to each Table at least once within the main text (e.g., see Table 1) Citations use reasonably good APA style (7th ed.). To improve: 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) Use ampersand (&) inside parentheses and "and" outside parentheses List multiple citations in alphabetical order by first author surname A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of et alii References use reasonably good APA style: Check and correct use of capitalisation[1] Check and correct use of italicisation Remove "Retrieved ..." Learning features Reasonably good use of learning features One 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 figure(s) Reasonably good use of table(s) Basic use of feature box(es) Reasonably good use of scenarios, case studies, or examples Basic use of quiz(zes) and/or reflection question(s) The quiz questions could be improved by being more focused on the key points and/or take-home messages Basic use of interwiki links in the "See also" section Also include links to related Wikipedia articles Use sentence casing Use alphabetical order Basic use of external links in the "External links" section Use sentence casing Use alphabetical order Social contribution ~4 logged mostly minor to moderate contributions with direct links to evidence

-- Jtneill - Talk - c 23:38, 27 October 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 An opening slide with the title is displayed. Also display and narrate or paraphrase the sub-title — this would help to clearly convey the purpose of the presentation. Engaging introduction to hook audience interest A context for the presentation is established through an example 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 There is too much content (goes over time) The presentation makes very good use of relevant psychological theory The presentation makes no use of relevant psychological research The presentation makes no use of citations to support claims The presentation makes basic use of one or more examples The presentation could be improved by providing practical advice The presentation provides easy to understand information Conclusion Provide a conclusion slide which summarises the most relevant psychological theory and research about this topic, with practical, take-home messages in response to each focus question A Conclusion did not fit within the time limit Audio The audio is easy to follow The presentation makes basic use of narrated audio Audio communication is well paced Basic intonation The narration is well practiced and/or performed Audio recording quality was excellent The narrated content is well matched to the target topic Video Overall, visual display quality is reasonably good The presentation makes reasonably good use of text and image based slides The font size is sufficiently large to make it easy to read The amount of text presented per slide makes it easy to read and listen at the same time The visual communication could be improved by including relevant images and/or diagrams The presentation is reasonably well produced using simple tools The visual content is well matched to the target topic Hide the recording toolbar 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. Provide a written description of the presentation to help potential viewers decide whether or not to watch A link to the book chapter is not provided A link from 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 and their copyright status are communicated A copyright license for the presentation is not clearly indicated

-- Jtneill - Talk - c 06:25, 6 November 2024 (UTC)