![]() ![]() Significant benefits have also been found for such objective outcomes as students’ grade point average ( Reference Pennebaker and FrancisPennebaker & Francis, 1996 Reference Cameron and NichollsCameron & Nicholls, 1998), absenteeism from work ( Reference Francis and PennebakerFrancis & Pennebaker, 1992), re-employment after job loss ( Reference Spera, Buhrfeind and PennebakerSpera et al, 1994), working memory ( Reference Klein and BoalsKlein & Boals, 2001) and sporting performance ( Reference Scott, Robare and RainesScott et al, 2003). Expressive writing has also produced significant benefits in a number of measures of immune system functioning ( Reference Pennebaker, Kiecolt-Glaser and GlaserPennebaker et al, 1988 Reference Esterling, Antoni and FletcherEsterling et al, 1994 Reference Booth, Petrie and PennebakerBooth et al, 1997 Reference Petrie, Booth and PennebakerPetrie et al, 1995, Reference Petrie, Fontanilla and Thomas2004). For further reading on expressive writing and its implementation we recommend Reference Lepore and SmythLepore & Smyth (2002), Reference PennebakerPennebaker (1997 a, Reference Pennebaker b) and Reference Sloan and MarxSloan & Marx (2004 b).Įxpressive writing results in significant improvements in longer-term physical health outcomes such as illness-related visits to the doctor ( Reference Pennebaker and BeallPennebaker & Beall, 1986 Reference Pennebaker, Kiecolt-Glaser and GlaserPennebaker et al, 1988 Reference Pennebaker and FrancisPennebaker & Francis, 1996 Reference King and MinerKing & Miner, 2000), blood pressure ( Reference Davidson, Schwartz, Sheffield, Lepore and SmythDavidson et al, 2002, citing Crow et al), lung function ( Reference Smyth, Stone and HurewitzSmyth et al, 1999), liver function ( Reference Francis and PennebakerFrancis & Pennebaker, 1992) and number of days in hospital ( Reference Norman, Lumley and DooleyNorman et al, 2004). Owing to the nature of APT, study results discussed below are not exhaustively referenced instead, we have tried to give the most representative or comprehensive publications. The only rule is that once you begin writing, you continue until the time is up. All of your writing will be completely confidential.ĭon't worry about spelling, grammar or sentence structure. You may write about the same general issues or experiences on all days of writing or about different topics each day. You might tie your topic to your relationships with others, including parents, lovers, friends or relatives to your past, your present or your future or to who you have been, who you would like to be or who you are now. In your writing, I'd like you to really let go and explore your deepest emotions and thoughts. No feedback is given on the writing.įor the next 4 days, I would like you to write your very deepest thoughts and feelings about the most traumatic experience of your entire life or an extremely important emotional issue that has affected you and your life. Control participants are asked to write as objectively and factually as possible about neutral topics such as a particular room or their plans for the day, without revealing their emotions or opinions. Although many report being upset by the writing experience, they also find it valuable and meaningful ( Reference PennebakerPennebaker, 1997 b). Participants often reveal a considerable range and depth of emotional trauma in their writing. Most studies have been conducted in the laboratory, although more recently writing has been done at home or in a clinical setting. The basic writing paradigm ( Reference PennebakerPennebaker, 1994, Reference Pennebaker1997 a, Reference Pennebaker1997 b Reference Smyth, Pennebaker and SnyderSmyth & Pennebaker, 1999) used in most of the subsequent expressive writing studies involves participants writing about traumatic or emotional experiences ( Box 1) for 3–5 sessions, often over consecutive days, for 15–20 minutes per session. ![]()
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