Further Examination of the Exposure Model Underlying the Efficacy of Written Emotional Disclosure
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| Title: | Further Examination of the Exposure Model Underlying the Efficacy of Written Emotional Disclosure |
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| Language: | English |
| Authors: | Sloan, Denise M., Marx, Brian P., Epstein, Eva M. |
| Source: | Journal of Consulting and Clinical Psychology. Jun 2005 73(3):549-554. |
| Availability: | American Psychological Association. Journals Department, 750 First Street, NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5540; Fax: 202-336-5549; e-mail: journals@apa.org; Web site: http://www.apa.org/journals. |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2005 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | Writing Instruction, Posttraumatic Stress Disorder, Undergraduate Students, Outcomes of Treatment, Self Disclosure (Individuals), Clinical Psychology, Emotional Response, Writing (Composition) |
| ISSN: | 0022-006X |
| Abstract: | In the current study, the authors examined the effects of systematically varying the writing instructions for the written emotional disclosure procedure. College undergraduates with a trauma history and at least moderate posttraumatic stress symptoms were asked to write about (a) the same traumatic experience, (b) different traumatic experiences, or (c) nontraumatic everyday events across 3 written disclosure sessions. Results show that participants who wrote about the same traumatic experience reported significant reductions in psychological and physical symptoms at follow-up assessments compared with other participants. These findings suggest that written emotional disclosure may be most effective when individuals are instructed to write about the same traumatic or stressful event at each writing session, a finding consistent with exposure-based treatments. |
| Abstractor: | Author |
| Entry Date: | 2006 |
| Access URL: | https://content.apa.org/ajournals/ccp/73/3 |
| Accession Number: | EJ733892 |
| Database: | ERIC |
| Abstract: | In the current study, the authors examined the effects of systematically varying the writing instructions for the written emotional disclosure procedure. College undergraduates with a trauma history and at least moderate posttraumatic stress symptoms were asked to write about (a) the same traumatic experience, (b) different traumatic experiences, or (c) nontraumatic everyday events across 3 written disclosure sessions. Results show that participants who wrote about the same traumatic experience reported significant reductions in psychological and physical symptoms at follow-up assessments compared with other participants. These findings suggest that written emotional disclosure may be most effective when individuals are instructed to write about the same traumatic or stressful event at each writing session, a finding consistent with exposure-based treatments. |
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| ISSN: | 0022-006X |
