Psychology

Referencing, paper style, citations Have a timetable!!!! What’s involved in writing a paper Demonstrating that I am learning the outcomes to meet the academic awards Showing you have grasped something - why you’re writing Who are you writing for? Someone that’s marking your paper. What will they find helpful? How can you arrange your writing to make it straightforward for them to look at it and assess What exactly do you want to write about? Think of exactly what. Condense your material What do you need to write about?

Clarify the task - Pay attention to guidance of what the task is, assessment criteria, block of guidance in

handbook

Thinking and planning - Identify style of approach: - Plan your time for all papers

Provide a structure - beginning/introduction - Middle (that does what the introduction says!) - Gathering together/conclusions - Signposting where needed (ie headings)

Illustration and evidence - Make appropriate use of work discussion/observational material - Make responsible use of theoretical references (pay attention to assessment criteria) - Confidentiality of disguising identity - Respect theoreticians by referencing their work/original concepts

Criteria: this paper is mainly to be observation led and reflection and use theory to help with guiding yourself towards thinking of material ie suppose to use theory sparingly the theory should match the observation. Pay attention to criteria to structure. Use theory to demonstrate that something has come up that you have understood. This occurs and the theory states i should expect this but i don't think its relevant? Questioning.

When describing concept: projective identification ie think about giving an explanation a short one, if referring freud’s transference - actually reference what you’re talking about. Demonstrate in paper where he discusses this ie Dora case study.

Reviewing your observational material

- Looking through observational material for paper - make the material say as much as it possibly can to help illustrate and the direction where you’re moving thingsin the paper.

- Expanding on sentences with details in essay paper using a one liner from observation material for example

- Referencing it as (observation 30, jane is 11 months old) for example.

Critique and proofread - After paper put together proofread and critique - Critique: review your writing to see if you can enhance it. To make it better. Create 3

sentences rather than one very long sentence. Notice whether answering question ie critical reflective skill.

- Reading your writing to check your relevant, your achieving the task, writing is clear, straightforward and delivers what you need it to deliver.

- Look at the language you’ve used and whether you’ve gone at the top of it. Instead of 4 adjectives use 2? Concise.

- Linking sections to make a point or discuss: need to be clear and straightforward. Reduced instead of long.

- Proofreading: written english at an academic level

Confidentiality & plagiarism - For whose benefit are you adding the details; is it relevant? For the marker etc. - Which details are relevant; put it out initially to flow but go back and have a look to see if

can get rid of/change.

Anonymising your writing - use pseudonyms, not initials (you, families, organisation) - Don’t give specific details broaden out - not the town/area working in - is it in an inner

city? Rural area? Small town? Area of community affluent? Or deprived?

Sameness and difference - if someone from morocco just say north african/middleeastern Family: young professional, middle age etc just converting broad details to convey message Gender - include. In relation to families involved with or clients working with. What’s the meaning? HOW ARE THESE DETAILS RELEVANT. Similarity of your culture/heritage and the family you're observing?

Plagiarism - Read around the topic and use their reading to write understanding gained

Citation & referencing - In text citation name the author at the point that you use them in your paper. - Give date of the book/paper where the author has presented those ideas. - Referencing: reference list at the end, final list of submission - Don't use bibliography - only those referred to in paper.

Reference; in body all ideas correctly referenced but at the end when drawing ideas dont need to references gain. Only exception if you introduced a new idea in conclusion should be avoided. Cite websites name if no author or date

Referencing Harvard style - All the in text citations need to correspond to reference list - fulll reference listed

following harvard style in alphabetical order. If using same idea again cite again in body of text but no need in conclusion.

- In text citation: (surname, YEAR) - (Stark, 2008) if it was a reference from group of people reference the name of

organisation ie (Tavistock & Portman Library, 2010) - If you have used year or surname in a sentence you can take it out of brackets; in this

1935 article (Rogers) it was noted that… - Can write Stark (2008) - Several authors up to 3: all need to be there. (Surname1, Surname2, Surname3, YEAR) - More than 3 authors (Surname1 et al.,YEAR) et al in italics.

Quotes: - Lee and kirby (1962, p.6) put in page numbers when quoting something. - Long quote - still need to put page numbers but don’t need to put quotation marks can

just use indents. - To cite sigmund freud you need to add information on the edition with the date of

publication of the original text. - Standard edition (Freud, 1920, SE18, p.45) penguin or pelican (Freud, 1920, PFL11,

p.281) PEP Archive: (Freud, 1920, SE18, PEP Archive, paragraph 7)

Referencing a book: - Surname, I. (YEAR) Title of the book. Town: Publisher. - Kamala, K. (2018) How I learned how not to stretch myself. - If more than 3 authors all need to go in there all 20 etc. - If this is not a first edition, add the edition number. Goes afte the title - after the dot. - For collection of published works: add the original year of publication of the paper differs

the year of publication of the book. Year in brackets original publication and the year underneath for freud etc not in brackets.

Referencing an article Author, I. (YEARpaper) ‘Title of paper’, Name of the journal, Volume (Issue), webpage, Website: Author, I. (YEAR) Title pf the page. Available at URL (Accessed: date)

Referencing a powerpoint: Author, I. (YEAR) ‘Title of presentation’ [powerpoint presentation]. Module code: Module title. Name of institution. Available at URL of the VLE (Accessed: date)

Email of librarian to ask q’s about referencing : [email protected]

M7 WORKSHOP; WORK DISCUSSION Due in June. 4000 words not including reference. Material integrated with theories. How has my work role been impacted by the pandemic. Don’t think its not interesting, or its too obvious. Assessment criteria very important.

- Show evidence that you’ve thought deeply about your work role, including evidence that you’ve thought about the emotional impact of you carrying out your work role

- Not Asked to write about therapeutic work but thinking about what it feels like you to arrive, doing your job, what it feels like for the person you’re working with

- Unconscious processes between workers; violin teacher writing about the unconscious processes

- Writing about cultural diversity and sameness and difference - evidence you’ve thought about this. Including cultural identities, language, issues of gender, disability. What does it feel like, showing your understanding of different perspectives and how they are enacted in your work role

- Observer role: are you able to use the skills that you’re developing in infant observation seminar, step back and think from more of a observer perspective - what’s going on here, what are the processes that are going on for everyone involved.

- Reflections of why am I feeling like that? Make sense of it from observer perspective. - Gather understanding overtime; not to rush conclusions or make judgements

prematurely. Showing curiosity. Capacity to wonder. Student writing: im not sure what to make of what’s going on in this interaction but i had some ideas that it might be this or that. Assessed in quality of thinking and that includes, not sure and some ideas i think it may be is that.

- Marked on reflectivity. - Illustrate paper; 1000 words approx, presented tehthe way in work discussions. - Include few, relevant theoretical texts, ie child development & psychoanalytic theory.

Choose your work discussion write ups carefully ie ideas first, work material and then pick theories from child development & psychoanalytical theories to bring in and support your argument.

- Some seminar links will have been made. So you can link to paper, - Detailed notes: set out your situation, ie only got these 3 moments so drawing material

from those 3 moments due to situation. - Structure of paper: focusing on adolescents/children. you’re writing about your

experience of your working role. There isnt a set title for this paper. Can just call it work discussion paper.

- Start with intro, introduce setting, intro to what you’re exploring in the paper. Following development of child working with? Short term interventions/relationships? Strengths & limitations of working situation. If you’re trying to make a point think of material which example will capture the theory or idea. What exactly is it illustrating. Include theory only when its defo supporting example.

- Should only use between 3-6 pieces of theory that helps support argument and discussion you’re having.

Workshop Infant Obs 1 3 different tasks for this paper.

Task 1: 12 or more observations both 1500 words. - Submit a portfolio of 2 infant obs from early and from further on write ups - Reflective piece of writing based on observational material presented about emotional

experience of baby observed. - Each one should be about one video scenario.

Content of reflective piece; experience of observing by video. How the video obs ended. The beginnings, endings, taking thoughtful stance. Thinking of impact of being an observer. Be on the tightrope of something called an observer stance - think in a way of a mental discipline. What will the infant experience will be moment to moment and try not to get distracted by whats going on in the surroundings. Interaction of infant and imagining it as a tightrope - impossible to be perfectly in an observer role. Skills will develop. Starting the discipline of noticing when you fall off the tightrope, wat made me lose focus that i couldn’t concentrate on infant’s experience? Write ups include ….. To think about why your mind went awol in that moment in your infant obs seminar. Developing skills as an observer.

- Reflective piece on your own experience. Its not a focus of theoretical understanding. - Think of a vignette draw your experience of it then link with a psychoanalytic theory.

Focus on your experience and the baby’s experience. - Think about your development as an observer - first pieces may be more gaps, less

detailed, further on more detail less gaps etc. 1 or 2 themes to gather the material. In depth thinking. Outline of development so far but like to see thinking in detail about these specific materials that you;ve got in a vignettes or 2 vignettes.

Task 2: delayed and completed less than 12 by submission date - Portfolio comprising one infant obs from first 12 obs. - Include reflective piece of writing including broader ideas; attempt to finding suitable

finding, meetings with professionals, potential parents and what you’ve learned. - Extracts from reflective journal to evidence your reflection - Experience of early weeks and months, focus on baby’s emotional development and

interactions. - Reflection: 2300 words. Could talk about experience of covid and how thats affected the

search. Reflect on experience of being part of observation seminar during this time.

Submitting essays At the front of essay - need to have a cover sheet boxes to tick for confidentiality. Save as word doc or PDF. When saved save it as student number and the name of essay ie infant obs 1 or work discussion 1.

Writing an Academic Essay child development research 1800 words Assessment criteria quantitative/qualitative Specificity/Generalisability Universal/Culturally specific sameness/difference Validity for critical

Critically reflect - can make reference to their acknowledgement of their criticals. Have you reflected on it? Does it make sense to you? Are they measuring what they're saying? Or if you’ve spotted they've overlooked something.

Validity - can we say this is beyond urban middleclass families, is it really universal. A lot of people aren’t looked at or considered. Measuring something that they’re not realising they’re measuring. All papers are entirely collertive they’ve controlled what they can not as specific a n animal study so always areas that can slip in that we wouldn’t notice. So what have they actually measured and the thing that they’re stating is the cause of the outcome.

correlation / causation relationship Correlation - one thing happens another thing happens at the same time, can’t be sure that A causes B. Causation - A causes B.

Quantitative vs qualitative and how does that relate to specificity and generalisability - One experience can’t generalise but even with quantitative - amount of data you have

and where it comes from to generalise.

Demonstrate knowledge and understanding of CDR -breadth and depth, show that you’re able to understand the breadth of research. Demonstrate a clear line of argument - question is always about a specific area and the most interesting areas make an argument about why those findings are important. Chronological ideas

Your marker has a marking sheet - read your paper it’s good but we are only allowed to comment in boxes next to criteria, if you don’t meet the criteria limited to marking.

Theory 1 Paper 1800 words Understanding of concept supported by relevant primarily and secondary source texts. Theoretical and links between understanding of it and other modules. Theory paper. Main focus is the theories.

Keep it tight and to the point with theory and less on examples. Not all background detail essential with this.

Primary source - core texts, papers by the original authors. Access to more applied papers that might discuss how those concepts are used clinically in a contemporary context would be secondary.

Key core psychoanalytic theorists and then the secondary is adding onto their readings, developing on the core thinkers. Don’t just do secondary read the full primary and secondary.

Assessment criteria - When you get your first paper back can see markers comments next to other box where

criteria is. - Evidence that you’ve internalised and understood these ideas so they come out in your

voice. Talk about these concepts with confidence. - Include reference to questions of diversity in relation to PA framework - understanding of

diversity in when these concepts started and what they’re based on, now how psychoanalytic concepts can be used with a diverse population. Can these concepts be applied in cross cultures or can be more cultural specific.

- Specificity and generalisability. Think about your race. - Critical perspectives; how can the concepts help us understand things projective

processes playing a part in racism etc. - How does the issue of diversity and difference play into transference? - Demonstrate understanding of concepts in relation to observational work. Have to bring

something of own experience into this. Only using material to demonstrate understanding of theoretical concepts.

Introduce topic and define relevant PA concepts 900 words - Balance, good to adopt a position to argue from a perspective but have to be careful.

Show that you understand the concepts and which are the key papers that are the go to points. Differences in opinions within a context show that you recognise that.