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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
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
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  Data: 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.
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  Data: 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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      – SubjectFull: Posttraumatic Stress Disorder
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Outcomes of Treatment
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      – SubjectFull: Self Disclosure (Individuals)
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      – SubjectFull: Clinical Psychology
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      – SubjectFull: Emotional Response
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      – SubjectFull: Writing (Composition)
        Type: general
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      – TitleFull: Further Examination of the Exposure Model Underlying the Efficacy of Written Emotional Disclosure
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            NameFull: Marx, Brian P.
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            NameFull: Epstein, Eva M.
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