{"id":23441,"date":"2023-07-08T16:17:04","date_gmt":"2023-07-08T16:17:04","guid":{"rendered":"https:\/\/www.goodacademic.com\/blog\/questions\/how-effective-is-cognitive-behavioral-therapy-cbt-for-people-suffering-from-adult-children-of-alcoholics-syndrome-acoa\/"},"modified":"2023-07-08T16:17:04","modified_gmt":"2023-07-08T16:17:04","slug":"how-effective-is-cognitive-behavioral-therapy-cbt-for-people-suffering-from-adult-children-of-alcoholics-syndrome-acoa","status":"publish","type":"questions","link":"https:\/\/www.goodacademic.com\/blog\/questions\/how-effective-is-cognitive-behavioral-therapy-cbt-for-people-suffering-from-adult-children-of-alcoholics-syndrome-acoa\/","title":{"rendered":"How Effective is Cognitive Behavioral Therapy (CBT) for people suffering from Adult Children of Alcoholics syndrome (ACOA)?"},"content":{"rendered":"

. Critical literature review<\/span><\/b><\/p>\n

A critical review of literature to address a
\nresearch question.<\/span><\/i><\/span><\/p>\n

Word limit: 7500 words<\/span><\/p>\n

Learning outcomes <\/span><\/b><\/p>\n

The main learning outcomes are:<\/span><\/p>\n

Skills in knowledge and
\nunderstanding<\/span><\/p>\n

KU1: Key concepts, theories and methods relevant to
\nthe study of cognitive, social, forensic and counselling psychology,
\ndemonstrating a systematic and critical understanding, much of which is at the
\nforefront of the field.<\/span><\/p>\n

KU2: A critical understanding of both the primary
\ntheories plus a range of specialised theories, concepts and principles relating
\nto the complex interrelationships between theory and research, and related
\npolicy and practice in the field of psychology with a particular focus on the
\nimplications for applying psychology to everyday and professional contexts.<\/span><\/p>\n

Cognitive skills<\/span><\/p>\n

C1: Define, critically examine and construct
\narguments in relation to concepts, theories and evidence in cognitive, social,
\nforensic and counselling psychology and demonstrate originality in the application
\nof knowledge, together with a practical understanding of how established
\ntechniques of research and enquiry are used to create and interpret knowledge
\nin the discipline.<\/span><\/p>\n

C2: Independently select, interpret and evaluate
\ndifferent forms of evidence and methods, and demonstrate an ability to
\ncritically evaluate methodologies associated with the subject, and, where
\nappropriate, propose new hypotheses.<\/span><\/p>\n

C3: Interrogate cognitive, social, forensic and
\ncounselling psychology at an advanced level, to enable independent evaluation
\nof evidence, method, research and policy and demonstrate a conceptual
\nunderstanding that enables the student to critically evaluate current research
\nand advanced scholarship in the discipline and apply knowledge to new or unfamiliar
\nenvironments within a broader (multidisciplinary) context.<\/span><\/p>\n

C5: Critically and independently review the
\nexisting research evidence in a specific subject area, and evidence a
\ncomprehensive understanding and use of a range of specialised skills, techniques
\nand practices applicable to their own advanced scholarship.<\/span><\/p>\n

Key skills<\/span><\/p>\n

KS3: Effectively use research evidence (numerical,
\ntextual), from diverse sources (academic, secondary material), and from
\ndifferent media (print, electronic, verbal) in a sophisticated and critical
\nmanner.<\/span><\/p>\n

KS4: Develop and display an advanced ability to
\nlearn through reflection, feedback and peer-to-peer review, using appropriate
\nscholarly language, and apply in various situations; and evidence the capacity
\nto work with others to achieve joint outcomes, playing an active role in
\nfacilitating effective social interaction, influencing and\/or leading as
\nappropriate, and resolving potential conflict situations before they arise.<\/span><\/p>\n

Practical and\/or professional
\nskills<\/span><\/p>\n

P1: Independently plan, conduct and manage a
\nsequence of work and projects to meet agreed deadlines.<\/span><\/p>\n

Part 1 of the dissertation portfolio consists of a
\ncritical literature review to address a research question (with up to three
\nsub-questions) on the topic you submitted for TMA 05. Your literature review
\nmust:<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>identify, describe and compare
\nstudies in a specific area of research relevant to your research question<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>critically evaluate those
\nstudies<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>relate them to your research
\nquestion in order to reach an answer or conclusion.<\/span><\/p>\n

Although this list suggests a straightforward,
\nlinear sequence of tasks, in practice you will almost certainly have to move
\nbackwards and forwards in a less tidy, more iterative process. It will be very
\nimportant to allow enough time to do this.<\/span><\/p>\n

For example, your initial research question and the
\nliterature searches you conducted for TMAs 05 and 06 will indicate the focus
\nfor your literature search. However, when you conduct the main search you may
\nhave difficulty finding enough recent relevant sources or, alternatively, there
\nmay be too many sources to be manageable. You may also find that your initial
\nquestion has been answered by previous researchers. You may need to redefine
\nkey terms and concepts. To proceed, you will therefore need to modify your
\ninitial question. This is an entirely normal part of the development process.<\/span><\/p>\n

Your final list of sources should provide a reader
\nwith a fairly clear indication of your chosen topic and area of psychology. As
\nyou conduct the search, make notes on what you are doing. Your final review
\nshould include some account of a systematic (not random) search process
\nalthough it can also indicate necessary changes of direction, for example, when
\nyou modify the research question.<\/span><\/p>\n

You are expected to demonstrate a critical, analytic
\nunderstanding in assessing the literature. You will begin to critically
\nevaluate the studies as part of the search process. For instance, you need a
\ngood number of high-quality sources. Check the PROMPT criteria but, ideally,
\nmost of your sources will be recent articles from refereed psychology journals.<\/span><\/p>\n

Of course, being critical does not mean judging the
\nmaterial you review as \u2018good\u2019 or \u2018bad\u2019. (If you are unsure about this, look
\nback to the TMA 06 notes and to Week 38 for more guidance.) Being critical in
\nacademic terms generally involves:<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>Being aware of the limitations<\/b> of
\nthe research (because all research has specific and therefore limited aims).
\nWhat is not considered or investigated in the research you discuss? A good way
\nto begin thinking about this is to look at the initial definitions of phenomena
\nand concepts, and perhaps also the methodology (see Weeks 9 and 21, and your
\nprevious work on TMA 06). It may also be relevant to look at the date of the
\nresearch and think about how it might have been superseded by other research
\nand also by social change.<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>Recognising the possibility of
\nan alternative perspective<\/b> (paradigm) and interpretation, with
\ndifferent underlying premises and values.<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>Recognising the \u2018real
\nworld\u2019<\/b> implications and even the political nature of supposedly
\nneutral academic positions. This is one of the concerns of critical
\npsychologists who have looked at how psychological knowledge can be used and
\nmis-used. A good way to begin thinking about this is to ask who (or what) is
\nbeing presented as the cause of a problem.<\/span><\/p>\n

As already noted, in seeking an answer to your
\nresearch question, you may find that the initial question was unanswerable and
\nneeds to be refined (the sub-questions can be useful here). Your aim, finally,
\nis to produce a contribution to existing knowledge, taking forward psychology
\nthinking and research.<\/span><\/p>\n

In addition to finding the literature, critically
\nevaluating it and using it to answer a research question, you need to write up
\nyour review and findings in a well-structured report. You are expected to move
\nbeyond a simple description of the literature to present an argument utilising
\nthe literature on the topic you choose. The starting point of this argument
\nwill be your research question. This argument may or may not refer to a gap in
\nthe literature. Where there is a gap in the literature, you need to make this
\nclear to your reader by the way you construct your argument.<\/span><\/p>\n

Structuring your literature
\nreview<\/span><\/p>\n

Your literature review is a long document so you
\nwill need to plan it carefully, then write the parts separately, probably with
\nseveral drafts of each.<\/span><\/p>\n

The recommended structure for your literature
\nreview is as follows:<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>An introduction, in which you
\nset out the main vantage point from which you examine the literature. Here you
\nshould:<\/span><\/p>\n

o   <\/span><\/span><\/span>introduce your research question (and
\nsub-questions) and the related topic, and explain why this topic matters<\/span><\/p>\n

o   <\/span><\/span><\/span>explain how you have selected the research you are
\nfocusing on<\/span><\/p>\n

o   <\/span><\/span><\/span>briefly explain how you have organised the rest of
\nthe literature review.<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>The main body, in which you
\npresent your critical evaluation of the literature. Here you need to group the
\nliterature you review in sensible ways and describe, compare and then evaluate
\neach cluster of studies. This involves explaining why each study is relevant to
\nyour topic as well as pointing out the key differences and similarities between
\nthem. You should also adopt a critical approach to both individual studies and
\nthe overall findings across this cluster of studies.<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>The discussion, in which you
\ndraw conclusions from the main body to arrive at your \u2018answer\u2019 to the research
\nquestion you posed at the beginning. This section should also include:<\/span><\/p>\n

o   <\/span><\/span><\/span>a \u2018Further research\u2019 section in which you formulate
\nthoughts or questions for future research exercises<\/span><\/p>\n

o   <\/span><\/span><\/span>an \u2018Implications for practice\u2019 section in which you
\ntalk about what your conclusions logically lead to \u2013 for example, in terms of
\nrecommended changes in practices.<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>The references, correctly
\nformatted following <\/span>Cite Them Right (CTR)<\/span><\/a><\/span>. (The references are not included in the final
\nword count for the EMA.)<\/span><\/p>\n

Please note that the DD803 EMA does not involve
\nprimary research, such as collecting original data, and no additional marks
\nwill be awarded for conducting any form of data collection and analysis. If you
\nare unsure about what primary research is, contact your supervisor.<\/span><\/p>\n

The assessment of EMA 01<\/span><\/p>\n

To assess EMA 01, the markers will consider:<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>the literature (e.g. quantity,
\nquality, connectedness)<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>the search process (a
\ntransparent, systematic process)<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>the summary of the literature
\n(well-structured; critical and analytic, not descriptive)<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>your assessment of the literature
\n(coherent, clearly communicated)<\/span><\/p>\n

\u00b7       
\n<\/span><\/span><\/span>the research question and
\nargument.<\/span><\/p>\n

There will be an additional small mark for the
\nwriting style and for referencing (CTR). Remember that assignments (or sections
\nof assignments) exceeding the word limit by more than 10 per cent will
\nautomatically be marked down by 10 percentage points.<\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

. Critical literature review A critical review of literature to address a research question. Word limit: 7500 words Learning outcomes The main learning outcomes are: Skills in knowledge and understanding KU1: Key concepts, theories and methods relevant to the study of cognitive, social, forensic and counselling psychology, demonstrating a systematic and critical understanding, much of which […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"disciplines":[196],"paper_types":[],"tagged":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions\/23441"}],"collection":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions"}],"about":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/types\/questions"}],"author":[{"embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/comments?post=23441"}],"version-history":[{"count":0,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions\/23441\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/media?parent=23441"}],"wp:term":[{"taxonomy":"disciplines","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/disciplines?post=23441"},{"taxonomy":"paper_types","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/paper_types?post=23441"},{"taxonomy":"tagged","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/tagged?post=23441"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}