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Wurtz HM, Mason KA, Willen SS. Introduction: Student Experiences of COVID-19 Around the Globe: Insights from the Pandemic Journaling Project. Cult Med Psychiatry 2024; 48:4-22. [PMID: 38460059 DOI: 10.1007/s11013-024-09848-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/13/2024] [Indexed: 03/11/2024]
Abstract
The COVID-19 crisis has taken a significant toll on the mental health of many students around the globe. In addition to the traumatic effects of loss of life and livelihood within students' families, students have faced other challenges, including disruptions to learning and work; decreased access to health care services; emotional struggles associated with loneliness and social isolation; and difficulties exercising essential rights, such as rights to civic engagement, housing, and protection from violence. Such disruptions negatively impact students' developmental, emotional, and behavioral health and wellbeing and also become overlaid upon existing inequities to generate intersectional effects. With these findings in mind, this special issue investigates how COVID-19 has affected the mental health and wellbeing of high school and college students in diverse locations around the world, including the United States, Mexico, Brazil, China, and South Africa. The contributions collected here analyze data collected through the Pandemic Journaling Project, a combined research study and online journaling platform that ran on a weekly basis from May 2020 through May 2022, along with complementary projects and using additional research methods, such as semi-structured interviews and autobiographical writing by students. The collection offers a nuanced, comparative window onto the diverse struggles that students and educators experienced at the height of the pandemic and considers potential solutions for addressing the long-term impacts of COVID-19. It also suggests a potential role for journaling in promoting mental wellbeing among youth, particularly in the Global South.
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Affiliation(s)
- Heather M Wurtz
- Research Program on Global Health and Human Rights, Human Rights Institute, University of Connecticut, 405 Babbidge Road, U-1205, Storrs, CT, 06269, USA.
- Department of Anthropology, University of Connecticut, 354 Mansfield Road, Unit 1176, Storrs, CT, 06226, USA.
- Population Studies and Training Center, Brown University, 68 Waterman Street, Providence, RI, 02912, USA.
| | - Katherine A Mason
- Population Studies and Training Center, Brown University, 68 Waterman Street, Providence, RI, 02912, USA
- Department of Anthropology, Brown University, 128 Hope Street, Providence, RI, 02912, USA
| | - Sarah S Willen
- Research Program on Global Health and Human Rights, Human Rights Institute, University of Connecticut, 405 Babbidge Road, U-1205, Storrs, CT, 06269, USA
- Department of Anthropology, University of Connecticut, 354 Mansfield Road, Unit 1176, Storrs, CT, 06226, USA
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Hammond SP, Mickleburgh E, Duddy C, Hiller R, Neil E, Blackett R, Williams K, Wilson J, Wong G. Improving the mental health and mental health support available to adolescents in out-of-home care via Adolescent-Focused Low-Intensity Life Story Work: a realist review. BMJ Open 2023; 13:e075093. [PMID: 37813542 PMCID: PMC10565277 DOI: 10.1136/bmjopen-2023-075093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Accepted: 08/21/2023] [Indexed: 10/13/2023] Open
Abstract
OBJECTIVES Life Story Work (LSW) is used to promote the mental health and well-being of children and adolescents living in out-of-home care. LSW should be offered to all but is conventionally delivered in high-intensity ways. Low-intensity approaches are more accessible but there is significant variation and little guidance for supporting adolescents. We aimed to create guidance for Adolescent-Focused Low-Intensity LSW. DESIGN Realist review. DATA SOURCES MEDLINE, Embase, PsycINFO, Sociology Collection (ProQuest), CINAHL, CDAS, Web of Science (SCIE, SSCI), Social Care Online and grey literature sources. Searches were performed between December 2021 and March 2022. ELIGIBILITY CRITERIA Documents on children and adolescents in care, LSW and/or low-intensity interventions to improve mental health were included. Documents focusing on parenting style and contact with birth family were excluded. ANALYSIS Documents were analysed using a realist logic of analysis. In consultation with Content Expert Groups (comprising professionals and care leavers), we developed an initial programme theory. Data relating to and challenging the initial programme theory were extracted and context-mechanism-outcome-configurations developed, critiqued and refined in an iterative fashion. Interpretations were drawn from context-mechanism-outcome-configurations to enhance the programme theory. RESULTS 75 documents contributed to the analysis. Generally, studies were small-scale and lacked in-depth methods and evaluation descriptions. Findings indicated important factors contribute to the development of high-quality Adolescent-Focused Low-Intensity LSW. Adolescent-Focused Low-Intensity LSW should be person-centred, begin in the now, involve co-construction, record everyday positive life events and be supported by trained carer(s). Context-mechanism-outcome-configurations relating to these themes are reported. CONCLUSIONS Using this knowledge we developed initial practice guidance to support social care to deliver better quality Adolescent-Focused Low-Intensity LSW more consistently. To address gaps in our knowledge about the impact of Adolescent-Focused Low-Intensity LSW, further primary research is needed to strengthen understandings of how this intervention works (or not) in different contexts. PROSPERO REGISTRATION NUMBER CRD42021279816.
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Affiliation(s)
- Simon P Hammond
- School of Education and Lifelong Learning, University of East Anglia, Norwich, UK
- Norfolk and Suffolk NHS Foundation Trust, Norwich, UK
| | | | - Claire Duddy
- Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, UK
| | - Rachel Hiller
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Elsbeth Neil
- School of Social Work, University of East Anglia, Norwich, UK
| | | | | | - Jon Wilson
- Norfolk and Suffolk NHS Foundation Trust, Norwich, UK
| | - Geoff Wong
- Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, UK
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Guo L. The delayed, durable effect of expressive writing on depression, anxiety and stress: A meta-analytic review of studies with long-term follow-ups. BRITISH JOURNAL OF CLINICAL PSYCHOLOGY 2023; 62:272-297. [PMID: 36536513 DOI: 10.1111/bjc.12408] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Revised: 11/17/2022] [Accepted: 11/22/2022] [Indexed: 12/24/2022]
Abstract
BACKGROUND Expressive writing is a promising tool to heal the wounds with words. AIMS This meta-analysis evaluated the current state of efficacy of expressive writing on depression, anxiety and stress symptoms among healthy and subclinical samples. MATERIALS AND METHODS Thirty-one experimental studies (N = 4012) with randomized controlled trials and follow-up assessments were analysed. RESULTS Results showed that expressive writing had an overall small but significant effect (Hedges' g = -0.12, 95% CI [-0.21, -0.04]) on reducing symptoms of depression, anxiety and stress. Change score analyses suggested that the intervention effect emerged after a delay, as evidenced by assessments at follow-up periods. Moderator analyses indicated that the effect sizes varied as a function of one intervention feature: interval. Studies that implemented short intervals (1-3 days) between writing sessions yielded stronger effects (Gdiff = -0.18, p = .01) relative to studies that implemented medium intervals (4-7 days) or long intervals (>7 days). The effects of expressive writing remained consistent across other intervention features including focus, instruction, number of sessions, topic repetition and delivery mode. DISCUSSION Together, these findings provide evidence for the delayed, durable effect of expressive writing and underscore the importance of scheduling writing sessions at short intervals. CONCLUSION Implications for incorporating expressive writing into clinical practice and daily life are discussed.
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Affiliation(s)
- Lin Guo
- Languages, Literatures and Linguistics Department, Syracuse University, Syracuse, New York, USA
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Abd Hadi NH, Midin M, Tong SF, Chan LF, Mohd Salleh Sahimi H, Ahmad Badayai AR, Adilun N. Exploring Malaysian parents' and teachers' cultural conceptualization of adolescent social and emotional competencies: A qualitative formative study. Front Public Health 2023; 11:992863. [PMID: 37033063 PMCID: PMC10076560 DOI: 10.3389/fpubh.2023.992863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2022] [Accepted: 02/17/2023] [Indexed: 04/11/2023] Open
Abstract
Introduction Global implementation of social and emotional learning (SEL) has been suggested to incorporate a systematic cultural adaptation process which relies on ground-up empirical data of a target cultural group in tailoring a culturally sensitive SEL intervention. Preliminary formative studies among local parents and educators were done to explore the conceptualization of social and emotional competencies (SECs) in various cultural settings, such as the continent of Africa and among the indigenous and refugee groups. Unfortunately, little scholarship has been devoted to studying the SEL adaptation process in Southeast Asian regions. This formative study aimed to explore Malaysian parents' and teachers' cultural conceptualization of adolescent SECs. Methods This qualitative study interviewed 12 Malaysian parents and 10 Malaysian teachers comprising of Malay (82%), Chinese (9%) and Indian (9%) races in an online focus group discussion. Sampling is purposive to parents of adolescents and teachers at secondary school only. Data were analyzed thematically to determine the culturally sensitive SEL constructs for Malaysian adolescents. Results All themes and sub-themes of SEC regarded as crucial for Malaysian adolescents are aligned with CASEL's five domains of competencies. Our findings extended the conceptualization of subskills under CASEL's relationship skills and responsible decision-making domains, which reflect Asian cultural values. The main themes of social competency: (a) preserving interpersonal relationships, (b) utilizing intrapersonal skills, and (c) communicating effectively, are shared with the established CASEL constructs. However, the underlying subthemes denote the unique cultural manifestation of social competency in Malaysia. Two of the emotional competency themes represent the established CASEL constructs: (a) practicing self-regulation, (b) demonstrating help-seeking behavior, and the other two themes signify Asian values: (c) upholding altruism, and (d) maintaining cultural display rules. Discussions This formative study revealed the habitual use of experiential and expressive suppressions as adaptive emotion regulation strategies in Malaysian collectivist culture and offered a potential alternative emotion regulation pathway suitable for Malaysian adolescents. It also informed the feasibility of implementing SEL modules developed based on the CASEL framework in Malaysia and suggested two key lessons to enhance the cultural sensitivity of SEL in Malaysia: effective, respectful communication and expressive writing.
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Affiliation(s)
- Nur Hazwani Abd Hadi
- Department of Psychiatry, Faculty of Medicine, National University of Malaysia, Kuala Lumpur, Malaysia
| | - Marhani Midin
- Department of Psychiatry, Faculty of Medicine, National University of Malaysia, Kuala Lumpur, Malaysia
- *Correspondence: Marhani Midin
| | - Seng Fah Tong
- Department of Family Medicine, Faculty of Medicine, National University of Malaysia, Kuala Lumpur, Malaysia
| | - Lai Fong Chan
- Department of Psychiatry, Faculty of Medicine, National University of Malaysia, Kuala Lumpur, Malaysia
| | - Hajar Mohd Salleh Sahimi
- Department of Psychiatry, Faculty of Medicine, National University of Malaysia, Kuala Lumpur, Malaysia
| | - Abdul Rahman Ahmad Badayai
- Centre for Research in Psychology and Human Well-Being (PsiTra), Faculty of Social Sciences and Humanities, National University of Malaysia, Kuala Lumpur, Malaysia
| | - Norsinar Adilun
- Department of Psychiatry, Faculty of Medicine, National University of Malaysia, Kuala Lumpur, Malaysia
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Yu Y, Zhang X. Effects of Expressive Writing on "Choking under Pressure" in High Test-Anxious Individuals. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:302. [PMID: 36612624 PMCID: PMC9819959 DOI: 10.3390/ijerph20010302] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Revised: 12/20/2022] [Accepted: 12/20/2022] [Indexed: 06/17/2023]
Abstract
(1) Background: High test-anxious students often fail to perform at their actual level and are prone to choking under pressure (CUP). The aim of the present study was to investigate whether expressive writing (EW) can help high test-anxious individuals reduce the degree of the CUP effect, and whether the intervention effects were different in people with different working memory capacities. (2) Methods: High test-anxious participants wrote expressively (EW group) or neutrally (control group) according to guidance, and then completed a modular arithmetic (MA) task under a high-stress condition. (3) Results: The state anxiety score of the control group was significantly higher than that of the EW group in the high-pressure situation, indicating that the EW intervention was helpful to alleviate the state anxiety. Subjects with high working memory capacity in the control group performed the complex MA task significantly less accurately in the high-stress situation than in the low-stress situation, showing the CUP effect. There was no significant difference in complex MA task scores between high- and low-stress situations for subjects with high working memory capacity in the EW group, indicating that the EW intervention can reduce the degree of the CUP effect. (4) Conclusions: EW intervention was effective in reducing state anxiety levels and attenuating the detrimental effects of test stress on cognitive processing in test-anxious individuals with high working memory capacity.
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Affiliation(s)
- Yuejin Yu
- Department of Student Affairs Management, Nanjing Institute of Technology, Nanjing 211167, China
| | - Xiaocong Zhang
- Department of Psychology, School of Medicine and Holistic Integrated Medicine, Nanjing University of Chinese Medicine, Nanjing 210023, China
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Zhang W, Jhang J, Greenwell MR. Effects of replay and rehearsal expressive writing on mental health: a randomized controlled trial. J Ment Health 2022; 32:582-591. [DOI: 10.1080/09638237.2022.2140783] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Wenhui Zhang
- Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA, USA
| | - JhuCin Jhang
- Global Health Program, College of Public Health, National Taiwan University, Taipei, Taiwan
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Hsu Y, Lin TY, Lu FJH. Beyond the “I” framework: Improving emotional expression and increasing social connectedness among college athletes through the psychological displacement paradigm in diary‐writing. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22752] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Yawen Hsu
- Department of Physical Education, Health, and Recreation National Chiayi University Chiayi Taiwan
| | - Tesu Yi Lin
- Department of Adapted Physical Education National Taiwan Sport University Taoyuan Taiwan
| | - Frank J. H. Lu
- Graduate Institute of Sport Coaching Science Chinese Culture University Taipei Taiwan
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Forster M, Kuhbandner C. The promotion of functional expected teaching-related emotions through expressive writing. PLoS One 2022; 17:e0267905. [PMID: 35500019 PMCID: PMC9060328 DOI: 10.1371/journal.pone.0267905] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Accepted: 04/19/2022] [Indexed: 11/28/2022] Open
Abstract
The aim of the present preregistered study was to examine whether expressive writing can help teacher students to develop functional expected teaching-related emotions. In a variation of James W. Pennebaker´s expressive writing paradigm, 129 teacher students were randomly assigned to write on three consecutive days either about the future teaching-related events that personally trigger the greatest fear and joy (treatment group: n = 67) or about a walk in a forest and a city park (control group: n = 62). In both groups, expected teaching-related positive emotions increased and expected teaching-related negative emotions decreased with increased writing sessions. After the writing sessions, the treatment group reported a stronger change in their view about their future professional life as a teacher, a more active personal involvement with their future professional life, and an increased motivation to use expressive writing in the future. These results demonstrate that expressive writing is a promising tool to promote teacher students’ expected teaching-related emotions.
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Affiliation(s)
- Markus Forster
- Department of Human Sciences, University of Regensburg, Regensburg, Germany
- * E-mail:
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Härpfer K, Carsten HP, Löwisch K, Westermann N, Riesel A. Disentangling the effects of trait and state worry on error-related brain activity: Results from a randomized controlled trial using worry manipulations. Psychophysiology 2022; 59:e14055. [PMID: 35353909 DOI: 10.1111/psyp.14055] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 03/04/2022] [Accepted: 03/09/2022] [Indexed: 01/10/2023]
Abstract
Enhanced amplitudes of the error-related negativity (ERN) have been suggested to be a transdiagnostic neural risk marker for internalizing psychopathology. Previous studies propose worry to be an underlying mechanism driving the association between enhanced ERN and anxiety. The present preregistered study focused on disentangling possible effects of trait and state worry on the ERN by utilizing a cross sectional observational and a longitudinal randomized controlled experimental design. To this end, we examined the ERN of n = 90 students during a flanker task (T0), which were then randomly assigned to one of three groups (worry induction, worry reduction, passive control group). Following the intervention, participants performed another flanker task (T1) to determine potential alterations of their ERN. Manipulation checks revealed that compared to the control group, state worry increased in the induction but also in the reduction group. ERN amplitudes did not vary as a function of state worry. An association of trait worry with larger ERN amplitudes was only observed in females. Furthermore, we found larger ERN amplitudes in participants with a current or lifetime diagnosis of internalizing disorders. In summary, our findings suggest that the ERN seems to be insensitive to variations in state worry, but that an elevated ERN is associated with the trait-like tendency to worry and internalizing psychopathology, which is consistent with the notion that the ERN likely represents a trait-like neural risk associated with anxiety.
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Affiliation(s)
- Kai Härpfer
- Department of Psychology, University of Hamburg, Hamburg, Germany
| | | | - Kim Löwisch
- Department of Psychology, University of Hamburg, Hamburg, Germany
| | - Nele Westermann
- Department of Psychology, University of Hamburg, Hamburg, Germany
| | - Anja Riesel
- Department of Psychology, University of Hamburg, Hamburg, Germany
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Wells BE, Samrock S, Pawson M, Starks TJ. Pilot Randomized Trial of an Expressive Writing Intervention to Reduce Sexual HIV-Transmission Risk and Substance Use Among Emerging Adult Gay and Bisexual Men. AIDS Behav 2022; 26:584-595. [PMID: 34357477 PMCID: PMC8816814 DOI: 10.1007/s10461-021-03413-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/28/2021] [Indexed: 02/03/2023]
Abstract
This pilot randomized controlled trial evaluated the feasibility, acceptability, and preliminary efficacy of expressive writing to reduce HIV-related sexual risk taking and symptoms of drug dependence among emerging adult gay and bisexual men (EAGBM) through linguistic mechanisms involving use of words associated with cognitive processing (e.g., think, cause), positive emotion (e.g., love, nice), and negative emotion (e.g., hurt, shame). Between 2014 and 2015, EAGBM (n = 78; aged 18-29) completed a baseline survey and were randomized to complete three 15-min expressive writing or equivalent control-group writing sessions and follow-up assessments 2 months post-baseline. EAGBM in the expressive writing condition utilized significantly more positive emotion, negative emotion, and cognitive processing words. Path model results indicated the intervention condition resulted in significant reductions in symptoms of drug dependence and frequency of condomless anal sex (CAS) through paths mediated by positive emotion words, and significant increases in CAS through a path mediated by negative emotion words.
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Affiliation(s)
- Brooke E. Wells
- Center for Human Sexuality Studies, Widener University, Chester, PA. USA,Interdisciplinary Sexuality Research Collaborative, Widener University, Chester, PA. USA
| | - Steven Samrock
- Department of Psychology, Hunter College of the City University of New York (CUNY), New York, NY. USA
| | - Mark Pawson
- Department of Sociology, Purdue University, West Lafayette, IN. USA
| | - Tyrel J. Starks
- Department of Psychology, Hunter College of the City University of New York (CUNY), New York, NY. USA,Health Psychology and Clinical Science Doctoral Program, Graduate Center of CUNY, New York, NY. USA
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Fekete EM, Deichert NT. A Brief Gratitude Writing Intervention Decreased Stress and Negative Affect During the COVID-19 Pandemic. JOURNAL OF HAPPINESS STUDIES 2022; 23:2427-2448. [PMID: 35228834 PMCID: PMC8867461 DOI: 10.1007/s10902-022-00505-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/28/2022] [Indexed: 05/03/2023]
Abstract
Exploring ways to mitigate the stress of the COVID-19 pandemic is important for long-term health. Expressive and gratitude-focused writing are effective methods to help individuals process traumatic or stressful events. Gratitude-focused writing may yield additional benefits because it helps individuals appraise events positively. We hypothesized that an online gratitude writing intervention would yield greater benefits than an expressive writing intervention or control group. Participants were randomized to one of three groups and completed assessments one-week and one-month post-intervention. The gratitude writing group maintained gratitude levels and decreased stress and negative affect at one-month post-intervention. The expressive writing group decreased in gratitude and showed no changes in stress or negative affect at one-month post-intervention. The control group decreased in gratitude and negative affect and showed no changes in stress at one-month post-intervention. Gratitude writing may be a better resource for dealing with stress and negative affect than traditional expressive writing methods under extremely stressful situations with uncertain trajectories.
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Affiliation(s)
- Erin M. Fekete
- Department of Psychological Sciences, University of Indianapolis, Indianapolis, IN 46227 USA
| | - Nathan T. Deichert
- Department of Psychology, Black Hills State University, Spearfish, 57799 USA
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Markowitz DM. Psychological trauma and emotional upheaval as revealed in academic writing: The case of COVID-19. Cogn Emot 2021; 36:9-22. [PMID: 34965201 DOI: 10.1080/02699931.2021.2022602] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The current paper used a preregistered set of language dimensions to indicate how scientists psychologically managed the COVID-19 pandemic and its effects. Study 1 evaluated over 1.8 million preprints from arXiv.org and assessed how papers written during the COVID-19 pandemic reflected patterns of psychological trauma and emotional upheaval compared to those written before the pandemic. The data suggest papers written during the pandemic contained more affect and more cognitive processing terms to indicate writers working through a crisis than papers written before the pandemic. Study 2 (N = 74,744 published PLoS One papers) observed consistent emotion results, though cognitive processing patterns were inconsistent. Papers written specifically about COVID-19 contained more emotion than those not written about COVID-19. Finally, Study 3 (N = 361,189 published papers) replicated the Study 2 emotion results across more diverse journals and observed papers written during the pandemic contained a greater rate of cognitive processing terms, but a lower rate of analytic thinking, than papers written before the pandemic. These data suggest emotional upheavals are associated with psychological correlates reflected in the language of scientists at scale. Implications for psychology of language research and trauma are discussed.
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Affiliation(s)
- David M Markowitz
- School of Journalism and Communication, University of Oregon, Eugene, OR, USA
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Taniguchi Y, Schlief M, Bright J, Simon S, Leffler JM. Implementation of an Expressive Writing Intervention for Adolescents during Inpatient Psychiatric Hospitalization. ADOLESCENT PSYCHIATRY 2021. [DOI: 10.2174/2210676612666211222104647] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
BACKGROUND:
Given the high rates of mental health concerns and communication difficulties for adolescents a treatment intervention to allow for effective expression may be therapeutic. One of the leading writing practices is Pennebaker’s Expressive Writing (EW) intervention. EW involves individuals writing about their feelings and thoughts regarding negative life experiences. Benefits of EW include a reduction of psychological symptoms and doctor visits, and better adjustment.
OBJECTIVE:
To examine the role of using EW and creative writing as a group intervention for youth admitted to an inpatient psychiatric hospital (IPH)
METHODS:
The current study evaluated participant engagement in a 3-day EW activity facilitated by nurses and graduate students on the IPH unit under the supervision of the IPH unit nurse manager and course instructor. Participants included 23 youth between 12- and 18-years-old
RESULTS:
Of the 23 participants 49.69% discussed vivid descriptions of illness, 24.5% discussed negative emotions, 20.25% included casual explanation, 5.52% discussed polarized view, and 16.56% discussed their desires, wishes, and goals. The response rate of clinician’s review of the EW content included 58% of clinician’s coding was on the patient’s current state, 24% was on causal explanations, and 18% was on treatment options.
CONCLUSION:
The current EW intervention facilitated by nursing staff and graduate students in an IPH was found to be engaged in by participants and provide an additional therapeutic resource to participants. EW may foster patient communication with staff about their functioning, mental health concerns, and treatment needs.
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Affiliation(s)
- Yuko Taniguchi
- University of Minnesota Rochester, 300 University Square, 111 South Broadway, Rochester MN 55904, United States
| | - Mason Schlief
- University of Minnesota Rochester, 300 University Square, 111 South Broadway, Rochester MN 55904, United States
| | - Jered Bright
- University of Minnesota Rochester, 300 University Square, 111 South Broadway, Rochester MN 55904, United States
| | - Sue Simon
- Mayo Clinic, 200 First Street SW, Rochester, MN 5595, United States
| | - Jarrod M Leffler
- Mayo Clinic, 200 First Street SW, Rochester, MN 5595, United States
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Valtonen J. The Health Benefits of Autobiographical Writing: An Interdisciplinary Perspective. THE JOURNAL OF MEDICAL HUMANITIES 2021; 42:1-19. [PMID: 32440974 PMCID: PMC8664792 DOI: 10.1007/s10912-020-09631-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
A large body of experimental evidence in the empirical sciences shows that writing about life experiences can be beneficial for mental and physical health. While empirical data regarding the health benefits of writing interventions have been collected in numerous studies in psychology and biomedicine, this literature has remained almost entirely disconnected from scholarship in the humanities and cognitive neuropsychology. In this paper, I review the literature from psychological and biomedical writing interventions, connect these findings to views from philosophy, cognitive neuropsychology and narratology and argue that examining established regularities in how narratives are structured can shed further light on the psychological processes engaged during writing interventions. In particular, I argue that the narratological concept of conflict can be applied to resolve patterns of seemingly conflicting empirical findings in psychological studies. More generally, I propose that an interdisciplinary perspective can provide a broader theoretical basis for understanding the psychological processes underlying the health benefits of autobiographical writing and provide directions for future research in psychology and biomedicine.
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Affiliation(s)
- Jussi Valtonen
- Department of Psychology, New York University, 6 Washington Place, New York, NY, 10003, USA.
- Theatre Academy, University of the Arts Helsinki, P.O. Box 20, FI-00097, Helsinki, Finland.
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, P.O. Box 21, FI-00014, Helsinki, Finland.
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Swart J, Janeke C. Investigating the influence of expressive writing exercises on the working memory of middle adolescents and young adults in South Africa. SOUTH AFRICAN JOURNAL OF PSYCHOLOGY 2021. [DOI: 10.1177/00812463211043450] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study investigated the influence of expressive writing on the working memory capacity of middle adolescents (learners 15–17 years old) and young adults (students 18–24 years old) in the South African context. The assumption underlying the research was that expressive writing about a stressful event would reduce unwanted thoughts and the resultant demand on cognitive resources, thereby increasing working memory capacity. Two experiments were conducted involving a sample of 28 school learners and a sample of 38 university students. In each experiment, the participants were assigned to three writing conditions: a factual event for the control group and either just a stressful event, or a solution to a stressful event, for the two experimental groups. It was postulated that the solution-focused group would gain the most from the expressive writing tasks. Working memory capacity assessments were conducted before and after the expressive writing intervention and again about 14 weeks later to test for a long-term effect on working memory capacity. A positive effect was found regarding the working memory capacity of the students, but there was no statistically significant improvement in the working memory capacity of the learners. Furthermore, although the results of the student groups did indicate that an expressive writing intervention may enhance working memory capacity, this effect was not mostly restricted to the solution-focused experimental groups as was hypothesised. Instead, the results suggested that expressive writing exercises may have had a positive effect on the memory performance of all three groups.
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Affiliation(s)
- Jonita Swart
- Department of Psychology, University of South Africa (Unisa), South Africa
| | - Chris Janeke
- Department of Psychology, University of South Africa (Unisa), South Africa
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16
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Harel K, Czamanski-Cohen J, Turjeman N. The Spiritual Experience of Sufi Whirling Dervishes: Rising Above the Separation and Duality of This World. ARTS IN PSYCHOTHERAPY 2021. [DOI: 10.1016/j.aip.2021.101831] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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17
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The impact of narrative writing on empathy, perspective-taking, and attitude: Two randomized controlled experiments on violations of Covid-19 protection regulations. PLoS One 2021; 16:e0254501. [PMID: 34252122 PMCID: PMC8274912 DOI: 10.1371/journal.pone.0254501] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Accepted: 06/28/2021] [Indexed: 11/19/2022] Open
Abstract
Objective Two randomized controlled experiments investigated if writing a narrative text about a fictional person who shows disapproved of behavior in the Covid-19 pandemic influenced empathy, perspective-taking, attitude, and attribution of causes regarding that person’s behavior. Methods In both studies, a fictional scenario was described, and participants answered questions regarding empathy, perspective-taking, attitude, and attribution regarding a fictional person’s disapproved of behavior (pre-post-measurement). Participants were randomly assigned to one of two conditions. In the experimental condition, they wrote a narrative text about the fictional person. In the control condition, they wrote about an unrelated topic. Results We found that writing a narrative text increased empathy more strongly than writing about an unrelated topic; Study 1: p = 0.004, part.η2 = 0.06, Study 2: p < .001, part.η2 = 0.19. This did not apply to perspective-taking; Study 1: p = 0.415; Study 2: p = 0.074. We also found that writing a narrative text about a fictional person resulted in a more positive attitude toward this person; Study 1: p = 0.005, part.η2 = 0.06; Study 2: p<0.001, part.η2 = 0.10. Finally, in Study 2 we found that participants who wrote a narrative text attributed the person’s behavior to internal causes to a lesser degree; p = 0.007, part.η2 = 0.05. Conclusion Our findings indicate that empathy and attitude are positively modifiable through narrative writing tasks. Empathy training could potentially prevent discrimination related to Covid-19. Trial registration The studies presented in this article were pre-registered on the pre-registration platform AsPredicted (aspredicted.org) before we began data collection; registration numbers and URL: #44754 https://aspredicted.org/vx37t.pdf (Study 1), and #44753 https://aspredicted.org/ig7kq.pdf (Study 2).
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Yang CC, Holden SM, Ariati J. Social Media and Psychological Well-Being Among Youth: The Multidimensional Model of Social Media Use. Clin Child Fam Psychol Rev 2021; 24:631-650. [PMID: 34169391 DOI: 10.1007/s10567-021-00359-z] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/30/2021] [Indexed: 12/13/2022]
Abstract
Social media use is almost ubiquitous among adolescents and emerging adults. Although much has been studied about the psychological implications of social media use, there is currently no integrative model in which multiple dimensions of social media are considered. The goal of this theoretical article is to introduce the Multidimensional Model of Social Media Use (MMSMU), which aims to provide a useful framework for researchers and practitioners to study and understand young people's social media use in relation to their psychological well-being. The model attends to three major dimensions: activities performed on social media, motives for social media use, and communication partners connected through social media. We present empirical evidence showing whether each dimension is associated with better or poorer well-being and identify or propose mechanisms explaining the associations. Before concluding the article, we discuss clinical implications and possible ways to further expand the proposed model.
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Affiliation(s)
- Chia-Chen Yang
- School of Educational Foundations, Leadership and Aviation, Oklahoma State University, Stillwater, USA.
| | - Sean M Holden
- Office of Institutional Research, University of Memphis, Memphis, USA
| | - Jati Ariati
- School of Educational Foundations, Leadership and Aviation, Oklahoma State University, Stillwater, USA
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19
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Fumagalli G, Margola D. Is personality the key in cognitive-behavioural therapy for eating disorders? A review. Clin Psychol Psychother 2021; 29:164-177. [PMID: 34110647 DOI: 10.1002/cpp.2627] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2021] [Revised: 05/13/2021] [Accepted: 06/03/2021] [Indexed: 11/08/2022]
Abstract
The efficacy of individual cognitive-behavioural therapy (CBT) for eating disorders can be assessed by investigating the potential predictors, mediators and moderators of treatment. The present review focused on personality since its crucial role has been emphasized both by research and practice. Sixteen studies were collected, and data were extracted through a highly operationalized coding system. Overall, personality disorders were the most investigated construct; however, their influence was somewhat contradictory. A more cogent result occurred for borderline personality disorder (BPD) when considered as a moderator (not a predictor nor a mediator). Patients with a more disturbed borderline personality benefited to a greater extent from treatments including booster modules on affects, interpersonal relationships and mood intolerance, rather than symptoms exclusively. Nine additional personality dimensions, beyond BPD, were investigated sparsely, and results regarding them were barely indicative in this review. However, some of these dimensions (e.g., affective lability and stimulus-seeking behaviours) could be traced back to BPD, thereby strengthening evidence of the role of borderline disorder as a moderator. Although research on the relationship between personality and eating disorders needs to be increased and methodologically improved, personality, taken as a whole, emerged as a promising variable for enhancing the efficacy of CBT.
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Affiliation(s)
| | - Davide Margola
- Faculty of Psychology, Catholic University of Milan, Milan, Italy
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20
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Tsai W, Lee CS, Monte V. Comparing the effects of emotional disclosure and peer helping writing on psychological distress among Chinese international students: The moderating role of rumination. J Clin Psychol 2021; 77:1556-1572. [PMID: 33822363 DOI: 10.1002/jclp.23135] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2020] [Revised: 03/07/2021] [Accepted: 03/12/2021] [Indexed: 11/05/2022]
Abstract
OBJECTIVES This study tested the effects of emotional disclosure writing and peer helping writing in reducing psychological distress among Chinese international students. This study also examined whether rumination and ambivalence over emotion expression moderated the effects of emotional disclosure and peer helping writing. METHOD One hundred forty-four Chinese international students were randomly assigned to one of three conditions: emotional disclosure, peer helping, or neutral control writing. Participants completed two 20-min writing sessions and questionnaires at baseline, 2-month follow-up, and 4-month follow-up. RESULTS We found no significant differences across the three writing conditions in levels of psychological distress over time. However, rumination emerged as a significant moderator in both emotional disclosure and peer helping intervention conditions. High ruminators generally experienced significant reductions in depressive symptoms, whereas low ruminators experienced increased depressive symptoms. CONCLUSIONS These findings demonstrate that the benefits of writing interventions may vary as a function of rumination.
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Affiliation(s)
- William Tsai
- Department of Applied Psychology, New York University Steinhardt, New York, New York, USA
| | - Christina S Lee
- Department of Applied Psychology, New York University Steinhardt, New York, New York, USA
| | - Victoria Monte
- Department of Applied Psychology, New York University Steinhardt, New York, New York, USA
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21
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Lee Y, Kim H, Lee Y, Jeong H. [Comparison of the Prediction Model of Adolescents' Suicide Attempt Using Logistic Regression and Decision Tree: Secondary Data Analysis of the 2019 Youth Health Risk Behavior Web-Based Survey]. J Korean Acad Nurs 2021; 51:40-53. [PMID: 33706330 DOI: 10.4040/jkan.20207] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Revised: 12/28/2020] [Accepted: 01/26/2021] [Indexed: 12/28/2022]
Abstract
PURPOSE The purpose of this study was to develop and compare the prediction model for suicide attempts by Korean adolescents using logistic regression and decision tree analysis. METHODS This study utilized secondary data drawn from the 2019 Youth Health Risk Behavior web-based survey. A total of 20 items were selected as the explanatory variables (5 of sociodemographic characteristics, 10 of health-related behaviors, and 5 of psychosocial characteristics). For data analysis, descriptive statistics and logistic regression with complex samples and decision tree analysis were performed using IBM SPSS ver. 25.0 and Stata ver. 16.0. RESULTS A total of 1,731 participants (3.0%) out of 57,303 responded that they had attempted suicide. The most significant predictors of suicide attempts as determined using the logistic regression model were experience of sadness and hopelessness, substance abuse, and violent victimization. Girls who have experience of sadness and hopelessness, and experience of substance abuse have been identified as the most vulnerable group in suicide attempts in the decision tree model. CONCLUSION Experiences of sadness and hopelessness, experiences of substance abuse, and experiences of violent victimization are the common major predictors of suicide attempts in both logistic regression and decision tree models, and the predict rates of both models were similar. We suggest to provide programs considering combination of high-risk predictors for adolescents to prevent suicide attempt.
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Affiliation(s)
- Yoonju Lee
- College of Nursing, Pusan National University, Yangsan, Korea
| | - Heejin Kim
- College of Nursing, Pusan National University, Yangsan, Korea
| | - Yesul Lee
- College of Nursing, Pusan National University, Yangsan, Korea
| | - Hyesun Jeong
- College of Nursing, Pusan National University, Yangsan, Korea.
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22
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Jones BK, Destin M. Effects of positive versus negative expressive writing exercises on adolescent academic achievement. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2021. [DOI: 10.1111/jasp.12756] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Brady K. Jones
- Department of Psychology University of St. Francis Joliet IL USA
| | - Mesmin Destin
- Department of Psychology, School of Education & Social Policy, Institute for Policy Research Northwestern University Evanston IL USA
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23
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Mansell W, Urmson R, Mansell L. The 4Ds of Dealing With Distress - Distract, Dilute, Develop, and Discover: An Ultra-Brief Intervention for Occupational and Academic Stress. Front Psychol 2021; 11:611156. [PMID: 33391129 PMCID: PMC7772151 DOI: 10.3389/fpsyg.2020.611156] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2020] [Accepted: 11/16/2020] [Indexed: 11/13/2022] Open
Abstract
The Covid-19 crisis has clarified the demand for an ultra-brief single-session, online, theory-led, empirically supported, psychological intervention for managing stress and improving well-being, especially for people within organizational settings. We designed and delivered "4Ds for Dealing with Distress" during the crisis to address this need. 4Ds unifies a spectrum of familiar emotion regulation strategies, resilience exercises, and problem-solving approaches using perceptual control theory and distils them into a simple four-component rubric (Distract-Dilute-Develop-Discover). In essence, the aim is to reduce distress and restore wellbeing, both in the present moment through current actions (distract or dilute), and through expressing longer-term goal conflicts (e.g., through talking, writing, and drawing) to discover new perspectives that arise spontaneously after sufficient time and consideration. The intervention is user-led in that it draws on users' own idiosyncratic and pre-existing experiences, knowledge, skills and resources to help them apply an approach, or combination of approaches, that are proportionate and timed to the nature and context of the stress they are experiencing. In this article we review the empirical basis of the approach within experimental, social, biological and clinical psychology, illustrate the novel and time-efficient delivery format, describe its relevance to sports and exercise, summarise feedback from the recipients of the intervention to date, and describe the directions for future evaluation.
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Affiliation(s)
- Warren Mansell
- CeNTrUM (Centre for New Treatments and Understanding in Mental Health), Manchester Academic Health Science Centre, Division of Psychology and Mental Health, Faculty of Biology, Medicine and Health, School of Health Sciences, University of Manchester, Manchester, United Kingdom
| | - Rebecca Urmson
- CeNTrUM (Centre for New Treatments and Understanding in Mental Health), Manchester Academic Health Science Centre, Division of Psychology and Mental Health, Faculty of Biology, Medicine and Health, School of Health Sciences, University of Manchester, Manchester, United Kingdom
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24
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Kapoor H, Kaufman JC. Meaning-Making Through Creativity During COVID-19. Front Psychol 2020; 11:595990. [PMID: 33391115 PMCID: PMC7775492 DOI: 10.3389/fpsyg.2020.595990] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Accepted: 11/27/2020] [Indexed: 11/23/2022] Open
Abstract
The COVID-19 pandemic resulted in an abrupt change in routines and livelihoods all around the world. This public health crisis amplified a number of systemic inequalities that led to populations needing to grapple with universally difficult truths. Yet some individuals, firms, and countries displayed resilient and creative responses in coping with pressing demands on healthcare and basic sanity. Past work has suggested that engaging in creative acts can be an adaptive response to a changing environment. Therefore, the purpose of this paper is to describe how entities at the personal, community, and national levels cultivated and expressed creativity in an effort to make meaning during COVID-19. By overlaying the Four C model of creativity on such responses, we aim to (a) to connect mini, little, Pro, and Big creative behaviors with our attempts to make meaning of the ongoing COVID-19 pandemic, and (b) to suggest how engaging in creative expression can be used to guard against the adverse consequences of this outbreak. Acknowledging that this time has been and continues to be distressing and filled with uncertainty, we propose some ways of making sense of current events by applying original thinking across domains. Further, we propose how engaging in creativity can serve to buffer against the negative effects of living through the pandemic.
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Affiliation(s)
- Hansika Kapoor
- Monk Prayogshala, Mumbai, India.,Neag School of Education, University of Connecticut, Storrs, CT, United States
| | - James C Kaufman
- Neag School of Education, University of Connecticut, Storrs, CT, United States
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25
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Davis PA, Gustafsson H, Callow N, Woodman T. Written Emotional Disclosure Can Promote Athletes' Mental Health and Performance Readiness During the COVID-19 Pandemic. Front Psychol 2020; 11:599925. [PMID: 33329269 PMCID: PMC7728796 DOI: 10.3389/fpsyg.2020.599925] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Accepted: 11/02/2020] [Indexed: 12/17/2022] Open
Abstract
The widespread effects of the coronavirus disease 2019 (COVID-19) pandemic have negatively impacted upon many athletes’ mental health and increased reports of depression as well as symptoms of anxiety. Disruptions to training and competition schedules can induce athletes’ emotional distress, while concomitant government-imposed restrictions (e.g., social isolation, quarantines) reduce the availability of athletes’ social and emotional support. Written Emotional Disclosure (WED) has been used extensively in a variety of settings with diverse populations as a means to promote emotional processing. The expressive writing protocol has been used to a limited extent in the context of sport and predominantly in support of athletes’ emotional processing during injury rehabilitation. We propose that WED offers an evidence-based treatment that can promote athletes’ mental health and support their return to competition. Research exploring the efficacy of the expressive writing protocol highlights a number of theoretical models underpinning the positive effects of WED; we outline how each of these potential mechanisms can address the multidimensional complexity of the challenging circumstances arising from the COVID-19 pandemic (e.g., loss of earnings, returning to training and competition). Considerations and strategies for using WED to support athletes during the COVID-19 pandemic are presented.
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Affiliation(s)
- Paul A Davis
- Department of Psychology, Umeå University, Umeå, Sweden
| | - Henrik Gustafsson
- Department of Health Sciences, Karlstad University, Karlstad, Sweden.,Norwegian School of Sport Sciences, Oslo, Norway
| | - Nichola Callow
- School of Sport, Health, and Exercise Sciences, Bangor University, Bangor, United Kingdom
| | - Tim Woodman
- School of Sport, Health, and Exercise Sciences, Bangor University, Bangor, United Kingdom
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26
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Mesghina A, Richland LE. Impacts of expressive writing on children’s anxiety and mathematics learning: Developmental and gender variability. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101926] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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27
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Kim-Godwin Y. Effectiveness of Best Possible Self and Gratitude Writing Intervention on Mental Health Among Parents of Troubled Children. J Psychosoc Nurs Ment Health Serv 2020; 58:31-39. [PMID: 32609859 DOI: 10.3928/02793695-20200624-07] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2020] [Accepted: 05/21/2020] [Indexed: 01/07/2023]
Abstract
The current study was conducted to determine if journaling focused on best possible self and gratitude could improve physiological and mental health outcomes in a sample of affected parents who have teenagers or adult children with emotional and/or behavioral problems. A quasi-experimental, pretest/posttest design was used with blood pressure measure and saliva collection at baseline, after a first journal entry, and after a 6-week journaling intervention. Among 42 parents who completed the pretest, 37 (88.1%) completed the 6-week guided journal and posttest. Findings of paired t tests indicated a statistically significant decrease in stress level (p < 0.001), anxiety (p < 0.001), somatic symptoms (p = 0.001), and depression (p = 0.01), as well as increased gratitude (p = 0.012) among participants. Repeated measures analysis of variance indicated the journaling intervention showed a statistically significant reduction in systolic blood pressure (p = 0.016), but not diastolic blood pressure, or cortisol level at the three testing times. [Journal of Psychosocial Nursing and Mental Health Services, 58(9), 31-39.].
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29
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Qian J, Zhou X, Sun X, Wu M, Sun S, Yu X. Effects of expressive writing intervention for women's PTSD, depression, anxiety and stress related to pregnancy: A meta-analysis of randomized controlled trials. Psychiatry Res 2020; 288:112933. [PMID: 32315889 DOI: 10.1016/j.psychres.2020.112933] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/11/2019] [Revised: 03/10/2020] [Accepted: 03/18/2020] [Indexed: 12/22/2022]
Abstract
Expressive writing (EW) is a common psychological intervention that aims to improve the mental health of traumatized individuals. Pregnancy is considered an anxious or traumatic experience for some women, and any crisis in relation to pregnancy is closely associated with their psychological well-being. Post-traumatic stress disorder (PTSD), depression, anxiety and stress are the most prominent emotional and psychological responses that may occur during the process. However, the effects of EW in mediating women's PTSD, depression, anxiety and stress related to pregnancy remain uncertain, and no qualified meta-analysis has assessed such effects. The aim of this study was to assess the effectiveness of EW as a psychological intervention for women. Five databases, including PubMed, EMBASE, Cochrane, Web of Science and PsycINFO, were searched from inception to September 2019 for eligible studies. Finally, a total of 929 participants from 8 randomized controlled trial (RCT) studies were included. A pooled analysis demonstrated that EW was an efficient therapy for decreasing PTSD. However, the results showed that the EW intervention was not associated with the expected effects on anxiety and stress symptoms. The efficacy of EW for depression was inconclusive. More RCTs are necessary to verify the effectiveness of EW for depression. Studies concentrating on EW's effects on physical symptoms are necessary, and researchers should create an EW intervention group, neutral writing group and no writing group to examine the true effects of EW. Future research should examine whether longer, more frequent, and more targeted writing interventions would result in different conclusions.
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Affiliation(s)
- Jialu Qian
- Zhejiang University School of Medicine, Hangzhou, China; Department of Obstetrics and Gynecology, Women's Hospital School of Medicine, Zhejiang University, Hangzhou, China.
| | - Xiaoli Zhou
- Zhejiang University School of Medicine, Hangzhou, China; Department of Obstetrics and Gynecology, Women's Hospital School of Medicine, Zhejiang University, Hangzhou, China.
| | - Xueshan Sun
- Zhejiang University School of Medicine, Hangzhou, China.
| | - Mengwei Wu
- Zhejiang University School of Medicine, Hangzhou, China; Department of Obstetrics and Gynecology, Women's Hospital School of Medicine, Zhejiang University, Hangzhou, China.
| | - Shiwen Sun
- Department of Obstetrics and Gynecology, Women's Hospital School of Medicine, Zhejiang University, Hangzhou, China.
| | - Xiaoyan Yu
- Department of Obstetrics and Gynecology, Women's Hospital School of Medicine, Zhejiang University, Hangzhou, China.
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30
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Yang Y. Aggression and Somatic Symptoms: the Role of Emotion Regulation and Distress Tolerance. Int J Behav Med 2020; 27:466-474. [DOI: 10.1007/s12529-020-09885-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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31
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Boulay C, Demogeot N, Lighezzolo-Alnot J. Dispositifs thérapeutiques par l’écriture à l’adolescence : une revue systématique de la littérature. EVOLUTION PSYCHIATRIQUE 2020. [DOI: 10.1016/j.evopsy.2019.10.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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32
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Gallagher S, O'Sullivan L, Hughes Z, O'Connell BH. Building Resources in Caregivers: Feasibility of a Brief Writing Intervention to Increase Benefit Finding in Caregivers. Appl Psychol Health Well Being 2020; 12:513-531. [PMID: 32026574 PMCID: PMC7384052 DOI: 10.1111/aphw.12195] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The Building Resources in Caregivers (BRiC) is a pilot feasibility trial that compared the effects of a 2-week benefit finding writing expressive intervention to a control intervention, who wrote about the weather. Caregivers completed primary (benefit finding) and secondary (quality of life, depression and anxiety) outcome measures at pre (t1), immediately post-test (t2) and 1 month later (t3). They also completed measures relating to trial feasibility, difficulty, and acceptance. Using complete case analysis only, analysis revealed no effect of the intervention for primary or secondary outcomes. Despite this, there were no differences between the intervention and control groups on key feasibility measures. Caregivers in the control condition were less likely to recommend this to other caregivers. Moreover, qualitative commentary provided by caregivers suggested that not everyone enjoyed the writing, some found it stressful, offering up some explanation for our findings. Our pilot trial suggests that any future benefit-finding writing intervention would require several procedure modifications including tailoring to a specific cohort of caregivers, in particular those who like writing, before it has some utility as a psychosocial intervention.
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Affiliation(s)
- Stephen Gallagher
- University of Limerick, Limerick, Ireland.,Health Research Institute, University of Limerick, Limerick, Ireland
| | | | - Zoe Hughes
- Care Alliance Ireland, Dublin, Ireland.,University College Cork, Cork, Ireland
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Pereira LM, Piela G, DiCola K. Thematic content of video narratives in patients and survivors of adolescent cancer. Psychooncology 2020; 29:759-765. [PMID: 31997415 DOI: 10.1002/pon.5340] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2019] [Revised: 01/16/2020] [Accepted: 01/18/2020] [Indexed: 02/05/2023]
Abstract
OBJECTIVE Modern day adolescents and young adults (AYAs) connect with their peers via a number of increasingly novel ways, many of which involve social media. These online relationships are often translated offline to increase one's social standing and quality of in-person relationships. However, when an AYA is diagnosed with a chronic medical condition, like cancer, in-person relationships with peers become difficult and the online component of socialization is all that is left. Video testimonials are a way that some AYAs have chosen to reach out to their peers; however, little is known about what AYAs are saying in these videos and how they are using them to connect with peers on a more intimate level. METHODS This study examined the content of video testimonials of n = 25 AYA cancer patients and survivors. Transcripts of videos were coded by a team of researchers to identify themes and overall tone. RESULTS Results suggested that films focused on struggles AYAs faced during their cancer journeys with a number of themes emerging; additionally, a hopeful tone was seen around the overall impact that cancer had on the patient's life. CONCLUSIONS It may be the case that video testimonials are an effective way to allow AYA patients with a cancer history to explore their thoughts about their illness experience and fill an important social gap not available to them as they undergo treatment.
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Affiliation(s)
- Lila M Pereira
- Department of Pediatric Hematology, Oncology, and Stem Cell Transplantation, New York Medical College, Valhalla, New York
| | - Gabrielle Piela
- Department of Psychology, Pace University, New York, New York
| | - Katie DiCola
- Department of Psychology, Mercy College, New York, New York
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Stenmark C, Riley K, Kreitler C. Ethical decision-making interrupted: Can cognitive tools improve decision-making following an interruption? ETHICS & BEHAVIOR 2019. [DOI: 10.1080/10508422.2019.1683012] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Cheryl Stenmark
- Psychology and Sociology Department, Angelo State University
| | - Katherine Riley
- Psychology and Sociology Department, Angelo State University
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35
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Pereira L, Sampson J, DiCola K. Factors Related to Linguistic Content in Video Narrative of Adolescents with Cancer and Healthy Controls. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2019; 48:1185-1201. [PMID: 31222472 DOI: 10.1007/s10936-019-09652-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
A long history exists of the utilization of narratives to help young people cope with stress and illness. Research is beginning to focus on video based story-telling for the purpose of intervention, however little research has been conducted to look at factors that influence the narrative content of these films. As a pilot, and within the context of a larger study, the current research was conducted with n = 10 adolescents with cancer and n = 10 healthy peers exploring participant characteristics (e.g. personality, quality of life, etc.) and their relationship with linguistic consent of the film. Despite little to no differences identified in demographic characteristics, results identified distinct differences between each group, suggesting that linguistic aspects of film narratives differ in adolescents with and without cancer. This research can serve to motivate future directions of exploration surrounding the content of film narratives and their relationship to patient well-being.
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Glass O, Dreusicke M, Evans J, Bechard E, Wolever RQ. Expressive writing to improve resilience to trauma: A clinical feasibility trial. Complement Ther Clin Pract 2019; 34:240-246. [DOI: 10.1016/j.ctcp.2018.12.005] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2018] [Revised: 11/17/2018] [Accepted: 12/13/2018] [Indexed: 11/27/2022]
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37
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Wright JK, Thiara RK. Breaking the silence and shame of sexual abuse: creative writing for therapeutic purposes (CWTP). JOURNAL OF POETRY THERAPY 2018. [DOI: 10.1080/08893675.2019.1548925] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
| | - Ravi K. Thiara
- Centre for the Study of Safety and Well-Being Centre for Lifelong Learning, University of Warwick Coventry, Coventry, England
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Doucet MH, Farella Guzzo M, Groleau D. Brief report: A qualitative evidence synthesis of the psychological processes of school-based expressive writing interventions with adolescents. J Adolesc 2018; 69:113-117. [PMID: 30286329 DOI: 10.1016/j.adolescence.2018.09.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2018] [Revised: 09/14/2018] [Accepted: 09/23/2018] [Indexed: 11/30/2022]
Abstract
INTRODUCTION Expressive writing interventions consist of brief writing sessions on thoughts and emotions and are known to yield positive benefits on adolescents' mental health. However, the psychological mechanisms explaining these effects are not clear. METHOD This review explored the psychological processes underlying school-based expressive writing interventions with adolescents. A thematic synthesis of qualitative research consisted of identifying, appraising and summarizing the qualitative evidence of eligible studies. RESULTS Only six of the 510 identified studies met the inclusion criteria of this review. Results provide some validation for cognitive-processing, emotion-regulation, and disinhibition as psychological mechanisms underlying school-based expressive writing with adolescents. CONCLUSIONS However, these conclusions are still preliminary because of the paucity of the qualitative evidence found, both in quantity and quality. We recommend that more rigorous and in-depth qualitative research be undertaken to: 1) explore adolescents' subjective experience about the expressive writing intervention, using in-depth individual interviews; 2) thoroughly assess the content of students' texts written during the intervention; and 3) document the process of expressive writing interventions through observational methods. The results of such investigations would support the development and implementation of school-based expressive writing-type of interventions adapted to adolescents.
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Affiliation(s)
- Marie-Hélène Doucet
- Division of Social and Transcultural Psychiatry, McGill University, 1033, Des Pins West, Montreal, QC H3A 1A1, Canada.
| | - Maria Farella Guzzo
- Division of Social and Transcultural Psychiatry, McGill University, 1033, Des Pins West, Montreal, QC H3A 1A1, Canada.
| | - Danielle Groleau
- Division of Social and Transcultural Psychiatry, McGill University, 1033, Des Pins West, Montreal, QC H3A 1A1, Canada; Jewish General Hospital, Lady Davis Institute, 4333 Côte St-Catherine Road, Montreal, QC H3T 1E4, Canada.
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Mediating effects of emotion regulation strategies in the relations between stressful life events and life satisfaction in a longitudinal sample of early adolescents. J Sch Psychol 2018; 70:16-26. [DOI: 10.1016/j.jsp.2018.06.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2017] [Revised: 02/20/2018] [Accepted: 06/21/2018] [Indexed: 01/19/2023]
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Jouybari L, Abbariki E, Jebeli M, Mehravar F, Asadi L, Akbari N, Sanagoo A, Moradi Z. Comparison of the effect of narrative writing and art therapy on maternal stress in neonatal intensive care settings. J Matern Fetal Neonatal Med 2018; 33:664-670. [PMID: 30246570 DOI: 10.1080/14767058.2018.1499719] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Objective: This study was conducted to examine the effect of narrative writing and art therapy on maternal stress in the neonatal intensive care units (NICUs) during infants' hospitalization.Material and Methods: randomized controlled clinical trial with three parallel arms study was conducted among three groups of mothers with preterm infants in the NICUs of two teaching hospitals of Shahroud University of Medical Sciences. Pre- and post-tests were administered to a sample size of 105 during 9 months. The parental stressor scale (PSS) was used. The data were analyzed using descriptive and analytical statistical methods.Results: The mean maternal stress score was 54.94, 47.08, and 47.57 in the art therapy, narrative writing, and control before the intervention respectively, indicating no significant difference between the groups (p = .28). There was also no significant difference in the mean score of stress between the groups after the intervention (p = .92). Also, we found no significant difference in the mean score of parental role and parents' relationship and sights and sounds between the three groups on the second day (p = .22 and p = .12, respectively) but there was a significant difference in the mean score of infant behavior and appearance between the three groups (p = .05). There was no significant difference in parental role and parents' relationship (p = .31), infant behavior and appearance (p = .58), and sights and sounds (p = .67) between the three groups on the sixth day of intervention.Conclusions: Narrative writing and art therapy are only effective on the subscale of infant behavior and appearance in the PSS: NICU.
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Affiliation(s)
- Leila Jouybari
- Nursing Research Center, Golestan University of Medical Sciences, Gorgan, Iran
| | - Ezzat Abbariki
- School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
| | - Maryam Jebeli
- Department of Adult Health Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Fatemeh Mehravar
- Clinical Research Development Unit (CRDU), 5th Azar Hospital, Golestan University of Medical Sciences, Gorgan, Iran
| | - Leila Asadi
- Department of Reproductive Health Research and Midwifery Consultation, Golestan University of Medical Sciences, Gorgan, Iran
| | - Negarin Akbari
- Nursing Research Center, Golestan University of Medical Sciences, Gorgan, Iran
| | - Akram Sanagoo
- Nursing Research Center, Golestan University of Medical Sciences, Gorgan, Iran
| | - Zahra Moradi
- Department of Nursing, Neyshabur University of Medical Sciences, Neyshabur, Iran
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Kaufman JC. Finding Meaning With Creativity in the Past, Present, and Future. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2018; 13:734-749. [PMID: 30227083 DOI: 10.1177/1745691618771981] [Citation(s) in RCA: 54] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
Being creative is considered a desirable trait, yet most empirical studies emphasize how to increase creativity rather than explore its possible benefits. A natural connection is how creativity can enhance life's meaning. Many of the core concepts in work on the meaning of life, such as the needs for coherence, significance, and purpose or the desire for symbolic immortality, can be reached through creative activity. The synthesis of these two constructs-creativity and the meaning of life-is discussed with a temporal model encompassing past, present, and future pathways to creativity. The past pathway can help one understand and reflect on life. The present pathway can remind one of life's joy and the many possible connections with humanity. Finally, the future pathway strives to ensure some type of legacy that may resonate with younger generations.
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Williamson C, Wright JK. How creative does writing have to be in order to be therapeutic? A dialogue on the practice and research of writing to recover and survive. JOURNAL OF POETRY THERAPY 2018. [DOI: 10.1080/08893675.2018.1448951] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Claire Williamson
- Programme Leader, MSc in Creative Writing for Therapeutic Purposes, Metanoia Institute, Ealing, UK
| | - Jeannie K. Wright
- Counselling Department, Faculty of Social Wellbeing, Regional Business Centre, University of Malta, MSIDA, Malta
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Margola D, Travagin G, Dennis JL. Taking a step back: Self-distancing dynamics in adolescent writing about peer problems. J Adolesc 2018. [PMID: 29518669 DOI: 10.1016/j.adolescence.2018.02.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Can the retelling of an unpleasant experience help adolescents cope with that experience? This study answers that question by looking at the role of psychological self-distancing when adolescents write about recently untold stressful events with peers using either a traditional expressive writing (EW) intervention or a cognitively oriented expressive writing (CEW) intervention. Extent of self-distancing (i.e., low and high) as well as its variability (i.e., increasing or stable) were taken into account. Data, obtained from 292 written essays from 78 Italian adolescents (mean age was 12.9; 50% was female), were collected longitudinally on four occasions. Group-based trajectory modeling determined the extent and variability in self-distancing for the two writing interventions (i.e., EW and CEW) and two baseline peer problem conditions (i.e., low and high). Findings indicate that, for adolescents who experience high peer problems at baseline, CEW intervention fosters meaning-making through self-distancing, resulting in being more beneficial than traditional EW.
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Affiliation(s)
- Davide Margola
- Faculty of Psychology, Catholic University of Milan, Italy.
| | | | - John Lawrence Dennis
- Department of Philosophy, Social and Education Sciences, University of Perugia, and John Cabot University, Italy
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Tondorf T, Kaufmann LK, Degel A, Locher C, Birkhäuer J, Gerger H, Ehlert U, Gaab J. Employing open/hidden administration in psychotherapy research: A randomized-controlled trial of expressive writing. PLoS One 2017; 12:e0187400. [PMID: 29176768 PMCID: PMC5703461 DOI: 10.1371/journal.pone.0187400] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2015] [Accepted: 10/18/2017] [Indexed: 11/19/2022] Open
Abstract
Psychotherapy has been shown to be effective, but efforts to prove specific effects by placebo-controlled trials have been practically and conceptually hampered. We propose that adopting open/hidden designs from placebo research would offer a possible way to establish specificity in psychotherapy. Therefore, we tested the effects of providing opposing treatment rationales in an online expressive writing intervention on affect in healthy subjects. Results indicate that it was possible to conduct the expressive writing intervention both covertly and openly, but that participants in the hidden administration condition did not fully benefit from the otherwise effective expressive writing intervention in the long-run. Effect sizes between open and hidden administration groups were comparable to pre-post effect sizes of the intervention. While this finding is important for the understanding of psychotherapy's effects per se, it also proves that alternative research approaches to establish specificity are feasible and informative in psychotherapy research. TRIAL REGISTRATION German Clinical Trials Register DRKS00009428.
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Affiliation(s)
- Theresa Tondorf
- Clinical Psychology and Psychotherapy, Department of Psychology, University of Basel, Basel, Switzerland
- Clinical Psychology and Psychotherapy, Institute of Psychology, University of Zurich, Zurich, Switzerland
| | - Lisa-Katrin Kaufmann
- Clinical Psychology and Psychotherapy, Institute of Psychology, University of Zurich, Zurich, Switzerland
| | - Alexander Degel
- Clinical Psychology and Psychotherapy, Institute of Psychology, University of Zurich, Zurich, Switzerland
| | - Cosima Locher
- Clinical Psychology and Psychotherapy, Department of Psychology, University of Basel, Basel, Switzerland
| | - Johanna Birkhäuer
- Clinical Psychology and Psychotherapy, Department of Psychology, University of Basel, Basel, Switzerland
| | - Heike Gerger
- Clinical Psychology and Psychotherapy, Department of Psychology, University of Basel, Basel, Switzerland
| | - Ulrike Ehlert
- Clinical Psychology and Psychotherapy, Institute of Psychology, University of Zurich, Zurich, Switzerland
| | - Jens Gaab
- Clinical Psychology and Psychotherapy, Department of Psychology, University of Basel, Basel, Switzerland
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Oh PJ, Kim SH. The Effects of Expressive Writing Interventions for Patients With Cancer: A Meta-Analysis. Oncol Nurs Forum 2017; 43:468-79. [PMID: 27314189 DOI: 10.1188/16.onf.468-479] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PURPOSE/OBJECTIVES To evaluate the effects of expressive writing (EW) interventions in patients with cancer.
. DATA SOURCES Electronic databases searched included both international and Korean databases through January 2015.
. DATA SYNTHESIS Of the 20 trials that met the eligibility criteria of this review, a meta-analysis was conducted of 14 articles involving 13 randomized and 1 nonrandomized trials with 1,718 patients with cancer. EW interventions were compared with a neutral writing intervention or usual care (no writing). A significant small effect was noted on relieving cancer symptoms; however, the effects on psychological and cognitive outcomes were not significant. When subgroup analysis by control condition was performed, a significant effect on health-related quality of life was found between the EW intervention group and the usual care group.
. CONCLUSIONS EW had significant small effects only on cancer symptoms. The findings suggest that the traditional EW intervention protocol may need to be intensified to confirm its effect on patients with cancer.
. IMPLICATIONS FOR NURSING Current evidence for EW as a nursing intervention for improving physical, psychological, and cognitive outcomes among patients with cancer is promising, but not conclusive.
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Abstract
The 1997 Psychological Science paper "Writing About Emotional Experiences as a Therapeutic Process" summarized the results of several expressive writing studies. Since the publication of the first expressive writing study in 1986, a number of discoveries had emerged that had both theoretical and clinical implications. The scientific and personal backstories of the research are discussed. Finally, several possible reasons are advanced to explain why this particular paper has been cited as much as it has.
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Self-esteem and public self-consciousness moderate the emotional impact of expressive writing about experiences with bias. PERSONALITY AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.paid.2017.04.057] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Ghosh A, Deb A. Positive Psychology Interventions for Chronic Physical Illnesses: A Systematic Review. PSYCHOLOGICAL STUDIES 2017. [DOI: 10.1007/s12646-017-0421-y] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022] Open
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Getting Write Into Therapy. J Am Acad Child Adolesc Psychiatry 2017; 56:367-368. [PMID: 28433083 DOI: 10.1016/j.jaac.2017.01.020] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/06/2016] [Revised: 01/02/2017] [Accepted: 03/01/2017] [Indexed: 11/24/2022]
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Pérez S, Peñate W, Bethencourt JM, Fumero A. Verbal Emotional Disclosure of Traumatic Experiences in Adolescents: The Role of Social Risk Factors. Front Psychol 2017; 8:372. [PMID: 28352242 PMCID: PMC5348519 DOI: 10.3389/fpsyg.2017.00372] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2016] [Accepted: 02/27/2017] [Indexed: 12/04/2022] Open
Abstract
It is well-known that traumatic events and adverse life situations are very important in both physical and psychological health. Prevalence studies suggested that adolescents experience at least one potentially traumatic event before reaching age 18. The paradigm of research centered on expressive writing has evidenced the beneficial effects that the emotional disclosure of previous traumas produces on physical health and psychological adjustment. The aims of the study are threefold: determining the prevalence of adverse or traumatic events; examining the extent to which psychopathological symptoms developed in those exposed to traumatic events; and exploring an verbal emotional disclosure (VED) paradigm in which variations on time spent talking about traumatic experiences to others resulted in a reduction of the psychological impact of trauma in a sample of Spanish adolescents. 422 volunteer adolescents participated, 226 boys and 192 girls, from 10 to 19 years old, all of them living in Tenerife. The mean age was 14.8 years (SD = 1.83). All of them completed the instruments used to assess the psychological impact of traumatic experiences and VED. The main results indicated that 77% of the participants had suffered a traumatic situation. The participants who have been exposed to traumatic events scored significantly higher in measures of post-traumatic stress, disorder, intrusive thoughts, avoidance behaviors, anxiety and depression, compared to those without trauma. Furthermore, results show a decrease in symptomatology scores as a function of time spent disclosing emotional experiences to others, particularly when disclosure occurred several times. In conclusion, stressful events or traumatic experiences and their concomitant emotional effects are highly prevalent in adolescents, and repeated VED to others appears to ameliorate their impact. VED shows greater therapeutic benefits when adolescents narrate the experience on several occasions and in an extensive way.
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Affiliation(s)
- Silvia Pérez
- Psicología Clínica, Psicobiología y Metodología, Universidad de La Laguna La Laguna, Spain
| | - Wenceslao Peñate
- Psicología Clínica, Psicobiología y Metodología, Universidad de La Laguna La Laguna, Spain
| | - Juan M Bethencourt
- Psicología Clínica, Psicobiología y Metodología, Universidad de La Laguna La Laguna, Spain
| | - Ascensión Fumero
- Psicología Clínica, Psicobiología y Metodología, Universidad de La Laguna La Laguna, Spain
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