表达性写作应用于社会灾难时期心理救援的理论探讨

疫情等社会灾难时期, 创伤经历者急剧增加, 加之交通阻断, 传统的心理救援很难及时应对大范围的灾民心理危机; 而表达性写作便于心理学工作者大规模实施, 且可通过电话、网络等远程通讯工具进行指导, 治疗PTSD等心理创伤, 改善生理、心理健康。社会灾难时期表达性写作的机制复杂, 涉及暴露脱敏、意义重建、自我抽离—自我调节、工作记忆优化和认知神经机制正常化; 其疗效受到作者特质、干预时间和写作形式等潜在因素的影响。相应地, 未来应结合本土社会文化因素, 重视在线干预研究, 探索表达性写作相关的认知神经机制, 综合不同的生理、心理健康指标评估表达性写作的疗效。     

The durability of beneficial health effects associated with expressive writing

Abstract

This study examined the durability of benefits associated with expressive writing. Sixty-eight college undergraduates completed measures of physical and psychological health at the beginning of their first year and were then randomized to either an expressive writing or a control writing condition. Changes in physical health, psychological health (i.e., depression, stress, and anxiety), and academic performance were assessed two, four, and six months later. Findings indicated that participants assigned to the expressive writing condition reported less depression symptom severity at the two-month follow-up assessment relative to participants assigned to the control condition. However, these symptom reductions were not observed at any of the subsequent follow-up assessments. No significant changes were reported for physical health complaints, stress symptoms, anxiety symptoms, or academic performance. These findings suggest that, among first-year college students, expressive writing may provide some short-term relief for certain symptoms.     

书写表达及其对身心健康的作用

作为心理干预方法, 书写表达是通过书写披露和表达与个人重要经历有关的感受和想法, 由此促进身心健康。书写表达操作简便, 对身心健康均具有显著的促进作用, 但其干预效果会受干预对象的心理特征、卷入水平和书写主题等因素的影响。书写表达的作用机制主要是暴露、适应、注意转向和认知重构。     

Structured writing about current stressors: The benefits of developing plans

To investigate the health outcomes of structured writing about everyday stressors, 64 undergraduates selected a stressful event with which they were currently dealing, and wrote about it at home on three occasions in 1 week. Two forms of writing were manipulated: expressive writing?–?exploring one's thoughts and feelings about the stressor; and planful writing?–?developing plans to deal with the problem. Appraisals of control and efficacy were investigated as mediators. Expressive writing yielded no health benefits and did not affect appraisals, but planful writing did. Whereas non-planners' levels of negative affect (NA) remained stable across writing days, planners initially experienced higher NA, but their NA decreased significantly across writing days. Planful writers, relative to non-planners, felt less control over their emotions and less confidence in resolving their problem, but it was non-planners who experienced an increase in stress-related symptoms following writing. Appraisals did not mediate the physical health outcomes.     

Does self-affirmation, cognitive processing, or discovery of meaning explain cancer-related health benefits of expressive writing?

Although expressive writing has positive effects on health, little is known about the underlying psychological mechanisms for these effects. The present study assessed self-affirmation, cognitive processing, and discovery of meaning as potential mediators of the effects of expressive writing on physical health in early-stage breast cancer survivors. A content analysis of the essays showed that self-affirmation writing was associated with fewer physical symptoms at a 3-month follow-up assessment, with self-affirmation writing fully mediating the effects of the emotional expression and benefit-finding writing conditions on reduced physical symptoms. Cognitive processing and discovery of meaning writing were not associated with any physical health outcomes. Consistent with evidence showing that self-affirmation plays an important role in buffering stress, the present study provides the first evidence for self-affirmation as a viable mechanism underlying the health benefits of expressive writing.     

Randomised trial of expressive writing for distressed metastatic breast cancer patients

Women with metastatic breast cancer and significant psychological distress (N?=?87) were assigned randomly to engage in four home-based sessions of expressive writing or neutral writing. Women in the expressive writing group wrote about their deepest thoughts and feelings regarding their cancer, whereas women in the neutral writing group wrote about their daily activities in a factual manner. No statistically significant group differences in existential and psychological well-being, fatigue and sleep quality were found at 8-weeks post-writing. However, the expressive writing group reported significantly greater use of mental health services during the study than the neutral writing group (55% vs. 26%, respectively; p?相似文献   

Randomised trial of expressive writing for distressed metastatic breast cancer patients

Women with metastatic breast cancer and significant psychological distress (N?=?87) were assigned randomly to engage in four home-based sessions of expressive writing or neutral writing. Women in the expressive writing group wrote about their deepest thoughts and feelings regarding their cancer, whereas women in the neutral writing group wrote about their daily activities in a factual manner. No statistically significant group differences in existential and psychological well-being, fatigue and sleep quality were found at 8-weeks post-writing. However, the expressive writing group reported significantly greater use of mental health services during the study than the neutral writing group (55% vs. 26%, respectively; p?<?0.05). Findings suggest that expressive writing may improve the uptake of mental health services among distressed cancer patients, but is not broadly effective as a psychotherapeutic intervention.     

Is Group Singing Special? Health,Well‐Being and Social Bonds in Community‐Based Adult Education Classes

Evidence demonstrates that group singing improves health and well‐being, but the precise mechanisms remain unknown. Given that cohesive social networks also positively influence health, we focus on the social aspects of singing, exploring whether improvements in health and well‐being are mediated by stronger social bonds, both to the group as a whole (collective‐bonding) and to individual classmates (relational‐bonding). To do so, seven newly formed community‐based adult education classes (four singing, N = 84, and three comparison classes studying creative writing or crafts, N = 51) were followed over seven months. Self‐report questionnaire data on mental and physical health, well‐being and social bonding were collected at Months 1, 3 and 7. We demonstrate that physical and mental health and satisfaction with life significantly improved over time in both conditions. Path analysis did not show any indirect effects via social bonding of Condition on health and well‐being. However, higher collective‐bonding at timepoint 3 significantly predicted increased flourishing, reduced anxiety and improved physical health independently of baseline levels. In contrast, relational‐bonding showed no such effects, suggesting that it is feeling part of a group that particularly yields health and well‐being benefits. Moreover, these results indicate that singing may not improve health and well‐being more than other types of activities. Nonetheless, these findings encourage further work to refine our understanding of the social aspects of community‐based adult education classes in promoting health, well‐being and community cohesion. Copyright © 2016 John Wiley & Sons, Ltd.     

How benefits of expressive writing vary as a function of writing instructions,ethnicity and ambivalence over emotional expression

Written emotional disclosure has been reported to confer a variety of benefits on physical and psychological well-being. However, variable findings suggest that outcomes may vary systematically as a function of specific parameters of the experimental design. This study aims to investigate the unique and combined effects of disclosure instructions focusing on emotional expression and instructions facilitating cognitive reappraisal and to examine how ambivalence over emotional expression and ethnicity moderate the effects of these writing instructions. Seventy-one Asian and 59 Caucasian undergraduates (N = 130) with at least minimal physical or depressive symptoms were randomly assigned to one of the four writing conditions: emotional disclosure (ED), cognitive reappraisal (COG), the combination of ED and COG, or a control condition. Self-reported physical symptoms, positive affect (PA) and negative affect were assessed at baseline and three follow-ups spanning 4 months. Mixed linear models revealed that COG writing reduced physical symptoms, ED buffered a decrease in PA over time, and the combination of ED and COG (i.e. self-regulation; SR) was most effective. Asians and highly ambivalent participants benefited most from expressive writing. Findings contribute to the development of a SR moderator model and carry implications for designing expressive disclosure studies, particularly for ethnic minorities.     

写作心理学理论研究概况

当今写作心理研究的重点已从写作作品的研究转向写作过程的研究,主要有三种观点表达观点,社会观点和认知观点.Hayes和Flower建构的写作模型(1980,1996)是最有影响的写作模型,为写作心理的研究提供了理论框架.写作心理研究随着研究方法的提高,将会取得更大的进步.     

The Effect of an Expressive‐Writing Intervention for Employees on Emotional Self‐Efficacy,Emotional Intelligence,Affect, and Workplace Incivility

This study examined the effect of an expressive‐writing paradigm intervention designed to increase emotional self‐efficacy in employees. Participants in the intervention condition with lower pre‐test self‐efficacy scores showed significant increases in self‐efficacy. Further, participants in the writing intervention condition showed increased emotional intelligence and positive affect, and decreased workplace incivility perpetration compared to participants in the control writing condition. Overall, the results indicate that an expressive‐writing intervention may be an effective strategy for increasing positive workplace outcomes.     

Comparing educational interventions: Correcting misperceived norms improves college students' mental health attitudes

This research targeted potential psychological contributors to college students' low levels of help‐seeking for mental distress using a field experiment. Researchers randomly assigned 520 undergraduates to 15‐min interventions: a novel, theory‐driven social norms intervention correcting misperceived distress, stigma, and help‐seeking norms; a general education intervention increasing mental health awareness; and a stress management active control condition. The norms intervention instilled more accurate perceptions of mental health norms and temporarily reduced perceived public stigma compared to other conditions. The norms and general education interventions improved attitudes toward seeking help for mental distress for at least 2 months, relative to the control. Effects on help‐seeking behavior were not observed in this timeframe. This research elucidates the robustness of brief social psychological mental health interventions on college campuses.     

Opening up in the classroom: effects of expressive writing on graduate school entrance exam performance

Our study sought to determine whether experimental disclosure could improve exam performance and psychological health in students taking a graduate school entrance exam. Students preparing for the GRE, MCAT, LSAT, or PCAT were randomly assigned to write expressively about their upcoming exam or to a neutral writing condition. Participants completed measures of depressive symptoms and test anxiety before and after writing, and exam scores were collected. The experimental disclosure group had significantly higher test scores and significantly lower pre-exam depressive symptoms than the neutral writing group. Although benefits for depressive symptoms were found in expressive writers regardless of exam type, the advantage of expressive writing for test performance was only observed in students taking the MCAT or LSAT.     

Application of Hellison's Teaching Personal and Social Responsibility Model in physical education to improve self-efficacy for adolescents at risk of dropping-out of school

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.     

大学生心理健康因素分析

大学生的心理健康问题与新时代社会发展有密切关系．他们的心理特点带有强烈的时代色彩。大学新生与毕业生的心理需求不同,所产生的心理障碍也不同,但通过心理咨询和心理健康教育,可以在很大程度上使学生们保持心理健康。     

Dorian Gray without his portrait: Psychological,social, and physical health costs associated with the Dark Triad

We examined how the Dark Triad (i.e., narcissism, psychopathy, and Machiavellianism) traits—as different social strategies—were associated with various health outcomes. In samples of American undergraduates (N = 1389), Australian high school students (N = 2023), and British undergraduates (N = 280), we examined the physical, social, and psychological costs associated with the Dark Triad traits. Narcissism was linked to few mental and physical ailments, suggesting it may provide a social buffer from negative health outcomes (Studies 1 and 2). Psychopathy (Studies 1 and 2) and Machiavellianism (Study 2) were linked to a number of psychological and physical health conditions. In addition, psychopathy was related to diminished life expectancy, whereas narcissism was related to enhanced life expectancy (Study 3). Our findings provide evidence that each of these personality traits is linked to various psychosocial tradeoffs and different methods of coping with stress and adaptive problems.     

Identification with arts‐based groups improves mental wellbeing in adults with chronic mental health conditions

People experiencing chronic mental health conditions (CMHC) often report feeling socially marginalised. There is emerging evidence that social and mental wellbeing can be enhanced through participation in arts‐based programmes. In this paper, a social identity theoretical approach was applied to explore how participation in the arts may improve mental health in a longitudinal study. A one‐year prospective study of 34 choir members and 25 creative writing group members (M_age = 46, 51% female) with CMHC, involved three assessments of participants’ group identification and mental wellbeing, measured by the Warwick Edinburgh Mental Wellbeing Scale. The programmes were community‐based and facilitated by arts professionals. Multilevel modelling analyses demonstrated that participants’ mental wellbeing significantly improved over time. Greater identification with their arts‐based group (ABG) was significantly related to an increased rate of improvement in mental wellbeing. The trajectory of improvement in mental wellbeing did not differ between participants partaking in the choir or creative writing group. This study demonstrates that participation in ABGs can be effective in improving mental wellbeing in adults with chronic mental health problems, particularly for those who strongly identify with the group. This study supports ABG participation as an accessible component of mental health services.     

The effect of counselling programmes involving expressive activities with semi‐structured groups on self‐concealment levels of adolescents

The aim of this study was to investigate the effects of counselling programmes based on expressive activities with semi‐structured groups, on the self‐concealment levels of adolescents. The research was carried out using a pretest–posttest control group design. The dependent variable of the present research, is the psychological counselling programme conducted with a semi‐structured group based on expressive activities. The research was carried out with 18 6th and 7th grade secondary school students (10 female and 8 male). The Self‐Concealment Scale was used as data collection tool. In this research, the use of nonparametric tests was preferred, as the sample was smaller than 30. Therefore, it was determined whether there is a statistically significant difference between the arithmetic means of the experimental and control groups’ pretest, posttest and trail test scores by use of Wilcoxon signed‐rank test, to determine the effects of a psychological counselling programme with semi‐structured group based on expressive activities. Also, it was determined whether there was a statistically significant relationship between the pretest, posttest and trail intervention scores received by the intervention and control group students from the Self‐Concealment Scale, using Mann–Whitney U test. The research results revealed that the “psychological counselling programme based on expressive activities with semi‐structured groups” was significantly effective in alleviation of self‐concealment levels, and this effect was also maintained in follow‐up evaluations. The obtained results are discussed in the light of related literature findings and recommendations are proposed accordingly.     

Chinese students in Japan: The mediator and the moderator between their personality and mental health

To clarify the influence of personality traits on the psychological acculturation of Chinese international students in Japan, the present study used three structuring questions: (a) What personality trait makes the students vulnerable to psychological distress? (b) What mediates between personality and psychological distress? (c) What buffers personality from psychological distress? The study examined personality traits (Harm‐Avoidance, HA; and Self‐Directedness, SD; two dimensions of the Temperament and Character Inventory), acculturation attitudes (integration, assimilation, separation, and marginalization), and the mental health (General Health Questionnaire (GHQ)‐30) of 253 Chinese students in Japan (17–30 years of age) using self‐report questionnaires. The hypotheses are: For the Chinese international students in Japan, (a) the individuals with high HA or low SD are more vulnerable to psychological distress; (b) the acculturation strategy mediates between personality (HA/SD) and mental health (GHQ); (c) social support can moderate the effect of personality on acculturation adaptation. The results show that the Chinese international students in Japan had higher GHQ scores compared to normative standards, and marginalization (a less adaptive strategy) was their second most preferred acculturation strategy, next to integration. Individuals with high HA or low SD were more likely to have a marginalization attitude and suffer from more psychological distress. The mediation effect of marginalization and the moderation effect of social support in life (SSL) between HA/SD and GHQ were confirmed. Most of the hypotheses were supported by the results. Explanations of these findings and their implication for acculturation adaptation are discussed.     

低家庭社会阶层大学生为何更容易社交焦虑？——心理社会资源和拒绝敏感性的多重中介作用

在阶层的社会认知理论和备用容量模型框架下,探讨心理社会资源、拒绝敏感性在家庭社会阶层与大学生社交焦虑间的多重中介作用。选取1400名在校大学生为被试,采用与积极心理变量结果相关度最高的乐观、控制感、自尊和外向性四种人格特质问卷作为心理社会资源的测量工具,同时施测了MacArthur主观社会阶层量表、拒绝敏感性问卷、Liebowitz社交焦虑量表,还收集了被试的父母亲职业、受教育程度及月收入水平等客观家庭社会阶层指标。Bootstrap中介效应检验结果表明,家庭社会阶层显著负向预测大学生社交焦虑,心理社会资源水平、拒绝敏感性在二者间起到中介作用,同时家庭社会阶层还顺序性地通过先影响心理社会资源、再影响拒绝敏感性这一链式路径对社交焦虑产生影响。因此为了预防和干预低阶层大学生社交焦虑,未来可以考虑提升心理社会资源水平和降低拒绝威胁敏感性两种途径。