Relevant bibliographies by topics / Writing therapy

Academic literature on the topic 'Writing therapy'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Writing therapy"

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Greenhalgh, T. "Writing as therapy." BMJ 319, no. 7205 (July 31, 1999): 270–71. http://dx.doi.org/10.1136/bmj.319.7205.270.

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Bates, Peter. "Writing therapy to writer…" A Life in the Day 4, no. 2 (May 2000): 29–32. http://dx.doi.org/10.1108/13666282200000017.

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Edwards, David. "Writing about art therapy." Inscape 1, no. 2 (July 1996): 46–51. http://dx.doi.org/10.1080/17454839608413032.

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Golden, Larry. "Creative Writing as Therapy." Family Journal 9, no. 2 (April 2001): 201–2. http://dx.doi.org/10.1177/1066480701092018.

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Pascoe, Phaedra Elizabeth. "Using Patient Writings in Psychotherapy: Review of Evidence for Expressive Writing and Cognitive-Behavioral Writing Therapy." American Journal of Psychiatry Residents' Journal 11, no. 3 (March 2016): 3–6. http://dx.doi.org/10.1176/appi.ajp-rj.2016.110302.

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Sloman, Leon, and Joseph Pipitone. "Letter writing in family therapy." American Journal of Family Therapy 19, no. 1 (March 1991): 77–82. http://dx.doi.org/10.1080/01926189108250837.

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Johnson, Scott. "Student Writing and Family Therapy." Journal of Family Psychotherapy 2, no. 4 (March 17, 1992): 79–93. http://dx.doi.org/10.1300/j085v02n04_05.

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Wright, Jeannie K. "Writing therapy in brief workplace counselling: Collaborative writing as inquiry." Counselling and Psychotherapy Research 5, no. 2 (June 2005): 111–19. http://dx.doi.org/10.1080/17441690500211114.

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Kim, Hyeon-jeong. "Narrative Therapy through Creative Writing － Focusing on Writing Autobiographical Novels." Korean Association for Literacy 13, no. 6 (December 31, 2022): 193–213. http://dx.doi.org/10.37736/kjlr.2022.12.13.6.07.

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Ballinger, C., M. Curtin, P. Eakin, V. Hollis, M. Nicol, and R. Telford. "Writing an Abstract." British Journal of Occupational Therapy 59, no. 1 (January 1996): 33–35. http://dx.doi.org/10.1177/030802269605900113.

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Dissertations / Theses on the topic "Writing therapy"

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Vermooten, Elizabeth. "Fiction writing as symbolic constructivist inquiry in ego state therapy." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11262008-125922.

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Bennion, Karla Esplin. "Client Writing in Individual Therapy: A Review of the Literature." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/5600.

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Client writing has been used in association with individual therapy for many years, but published research on its effectiveness is sparse. Such research could provide a potential tool for therapists, as well as expand scientific knowledge. This review includes all available reports on the topic of client writing in individual therapy. The studies fall into three general categories: the systematic, "experimental" studies; the anecdotal reports; and the didactic reports. All studies considered show some benefit from the use of client writing in therapy. Writing appears to be beneficial whether initiated by the client or directed by the therapist; beneficial to adolescents and adults of all ages; beneficial to hospitalized patients, clients in individual therapy, and to students in school counseling; beneficial with different forms of writing; beneficial with different types of therapy; and beneficial whether writing is the main focus of therapy or only an adjunctive process. However, the conclusion that client writing is beneficial is largely based on anecdotal reports from therapists who have accidentally stumbled on it. Much more systematic research is needed, beginning with a survey to determine how extensive is its use. Specific recommendations for research are made.
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Guastella, Adam, and n/a. "Trauma Writing Tasks: An Examination of the Process of Change Indicated by Cognitive-Behavioural Models of Trauma." Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040526.130108.

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Past research indicates a causal relationship between emotional writing and health benefits (Smyth, 1998). At present, little is known about the mechanisms underlying change or if the emotional writing paradigm may be applied to a clinical setting. This present study reviewed current models of trauma and hypothesised three mechanisms of change leading to future health benefits: exposure, devaluation, and benefit-finding. Instructions for the standard writing paradigm were manipulated to isolate and increase engagement with each of these processes. It was hypothesised that if any one of these processes were to underlie health benefits, participants assigned to that condition would obtain more benefit than standard writing participants. Individual differences were also hypothesised to interact with each process to amplify or detract from their influence in leading to future benefit. A total of 201 university students were recruited from Griffith University. Participants were assigned to one of five writing conditions: Control, Standard, Exposure, Devaluation, and Benefit-Finding. Sessions were conducted once a week for three weeks. Physiological and self-report measures were taken before, during and after writing sessions. Follow-up assessments of psychological and physical health were taken at 2 and 6-months post-writing. Essay content analysis suggested that participants wrote in the instructed manner. Participants assigned to each of the groups experienced expected amounts of distress and affect changes. Overall, results failed to replicate the beneficial health effects for the standard emotional writing paradigm. There were no significant physical or psychological benefits for the standard trauma-writing participants in comparison to control. However, a trend in the appropriate direction was noted for illness visits at 6-months. Furthermore, in support of Greenberg and Stone's (1992) findings, standard writing participants who disclosed more severe and personal experiences evidenced significant illness visit reductions in comparison to control. Comparisons between standard and experimental trauma writing groups failed to support hypotheses that any one mechanism was responsible for physical health benefits. Examination of psychological self-report measures indicated exposure participants experienced the greatest reduction on the Impact of Events Scale at two months. However, these participants experienced greater reduction of positive affect and growth for the experience. They also became more anxious, depressed, and stressed at six-months follow-up. Process variables were examined within the exposure condition to explain these findings. Habituation was found to be strongly associated with the alternate outcomes. Individual differences. Including alexithymia, absorption, and negative affect, were also related to outcome. Benefit-finding participants experienced the greatest increase on a measure of post-traumatic growth at two-months and positive affect for the experience, but the finding was significant only in comparison to exposure and devaluation groups. The results of this study failed to identify the process of change, but suggest specific areas for future research. The findings demonstrate the importance of comprehensive health research to avoid blanket statements that suggest a paradigm either does or does not lead to health benefits. The results also support the manipulation of the writing paradigm to examine the role of emotion processing in trauma and health research.
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Guastella, Adam. "Trauma Writing Tasks: An Examination of the Process of Change Indicated by Cognitive-Behavioural Models of Trauma." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365669.

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Past research indicates a causal relationship between emotional writing and health benefits (Smyth, 1998). At present, little is known about the mechanisms underlying change or if the emotional writing paradigm may be applied to a clinical setting. This present study reviewed current models of trauma and hypothesised three mechanisms of change leading to future health benefits: exposure, devaluation, and benefit-finding. Instructions for the standard writing paradigm were manipulated to isolate and increase engagement with each of these processes. It was hypothesised that if any one of these processes were to underlie health benefits, participants assigned to that condition would obtain more benefit than standard writing participants. Individual differences were also hypothesised to interact with each process to amplify or detract from their influence in leading to future benefit. A total of 201 university students were recruited from Griffith University. Participants were assigned to one of five writing conditions: Control, Standard, Exposure, Devaluation, and Benefit-Finding. Sessions were conducted once a week for three weeks. Physiological and self-report measures were taken before, during and after writing sessions. Follow-up assessments of psychological and physical health were taken at 2 and 6-months post-writing. Essay content analysis suggested that participants wrote in the instructed manner. Participants assigned to each of the groups experienced expected amounts of distress and affect changes. Overall, results failed to replicate the beneficial health effects for the standard emotional writing paradigm. There were no significant physical or psychological benefits for the standard trauma-writing participants in comparison to control. However, a trend in the appropriate direction was noted for illness visits at 6-months. Furthermore, in support of Greenberg and Stone's (1992) findings, standard writing participants who disclosed more severe and personal experiences evidenced significant illness visit reductions in comparison to control. Comparisons between standard and experimental trauma writing groups failed to support hypotheses that any one mechanism was responsible for physical health benefits. Examination of psychological self-report measures indicated exposure participants experienced the greatest reduction on the Impact of Events Scale at two months. However, these participants experienced greater reduction of positive affect and growth for the experience. They also became more anxious, depressed, and stressed at six-months follow-up. Process variables were examined within the exposure condition to explain these findings. Habituation was found to be strongly associated with the alternate outcomes. Individual differences. Including alexithymia, absorption, and negative affect, were also related to outcome. Benefit-finding participants experienced the greatest increase on a measure of post-traumatic growth at two-months and positive affect for the experience, but the finding was significant only in comparison to exposure and devaluation groups. The results of this study failed to identify the process of change, but suggest specific areas for future research. The findings demonstrate the importance of comprehensive health research to avoid blanket statements that suggest a paradigm either does or does not lead to health benefits. The results also support the manipulation of the writing paradigm to examine the role of emotion processing in trauma and health research.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology (Health)
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Greenstone, Harriet. "Mother writes : writing as therapy for mothers of children with special needs." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100613.

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This study integrates the research on the social construction of motherhood as it applies to mothers of children with special needs. More specifically, it, looks at how writings by these mothers can (a) help them cope with the emotional ramifications of having such a child, (b) contribute to the knowledge base of professionals who deal with and nurture not only children with special needs but also their mothers, and (c) constitute an effective qualitative research tool.
The study focuses on the relationship between writing processes and products and the development of mothers' emotional states and emotional development, their self-image, self-confidence, role identity, and comfort. It investigates feelings of inadequacy, guilt, anger, and frustration, especially those engendered by good mother/bad mother social judgments, to which mothers of children with special needs are particularly vulnerable.
I came to this area of research organically---as a clinician, as a teacher, and as a mother of a child with special needs myself. Van Manan (1990) suggests there is no better way to understand a phenomenon than to live it. I realized I was uniquely positioned to understand, examine, and synthesize the therapeutic effects of mothers' writing, reading, and storytelling, and understand the social environment that fuels it. As a clinician and educator, I also recognized its value as a rich, yet relatively unexplored, source of knowledge.
In preparation for designing the study, I looked beyond peer-reviewed literature to popular literature, including diaries and autobiographies of mothers, to familiarize myself with their writings and the impact of such writings on the mothers' emotional adjustments, including their need for expression, support, and advocacy---for themselves and others.
The study describes the experiences of a writing group (eight participants) comprised of mothers of children with special needs. The group met weekly for ten weeks to examine and share their feelings and life stories through a series of written assignments. Common themes and individual responses to this experience were captured anecdotally throughout the sessions, as well as in pre- and post-group interviews.
Following a description of how the study evolved, coinciding with my personal shift from quantitative to qualitative researcher, I begin with a comprehensive review of mothering as a research area in literature, and a review of literature on the therapeutic effects of reading, writing and storytelling. I then discuss the methodology of this study with an emphasis on the literature on focus groups, memory work, narratives and writing, as well as qualitative research tools and techniques. The results of the study are presented descriptively using primarily a narrative approach, including a more detailed analysis of the experiences of four mothers who participated in the study.
All the mothers reported beneficial effects from their participation. They felt empowered by the experience and inspired to continue to use writing, not only for its individual therapeutic effect but also as a means to advocate and inform others. The connection between writing and advocacy was a recurrent theme that emerged from the study---a strong common desire to help others, and the recognition that writing was an effective means to accomplish the mothers' goal to have professionals understand them better, individually and as a whole, and to be more empathetic.
Other findings include the incongruence of thought between mothers and professionals, and the need to deepen our understanding of parent-professional interaction; and how much more impact the mothering debate has on mothers of children with special needs, particularly the stay-at-home versus working mothers' argument.
This study provides insight into the extensive thoughts and emotions experienced by these mothers, and furthers our understanding of themes like stages of mourning for the not-so-perfect child, and the inter-related processes of storytelling, reading, and writing. It also has implications in the field of memory work, looking at how these mothers recalled early events in the lives of their children and how they remembered their experience in the study, months after its conclusion. Finally, it discusses the implications of using therapeutic writing as a qualitative research tool.
The study concludes with suggestions for using writing to facilitate communication and understanding between parents and educators as well as between parents and other professionals, for their mutual benefit.
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Crump, Ava M. "An Adolescent Journey: Expressive Letter Writing Through a Wilderness Adventure Therapy Program." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2789.

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This qualitative phenomenological study explored the key themes of an adolescent journey during a wilderness adventure therapy program through expressive letter writing to their parents. Ten complete sets of letters (five boys and five girls) totaling over 400 pages were analyzed by four independent coders until saturation of themes were reached. There were five overarching themes that emerged from the data: impact of wilderness experiences, desires for improved relationships, apology and accountability, negative emotions, and positive growth and coping. These themes were presented in the chronological pattern that they appeared in the letters. The findings represent the adolescents’ experiences written in their own words. This research is the first of its kind and has implications for parents and adolescents who are considering this growing treatment modality of wilderness adventure therapy, and for professionals, especially family therapists, who can use the pattern in assessment and as an intervention tool in working with families.
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Centeno, Maria A. "Factors Related to Early Writing Development." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367944599.

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Rosabal, Babette M. "Exploring Email Letter Writing To Augment Therapy Relationships With Clients Who Self-Injure." Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10185671.

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The use of social technologies continues to grow at a rapid pace. Such technologies free individuals to communicate with one another in a multitude of ways without the need to be face-to-face in the same room This study was designed to explore, based on a small sample of case studies, the usefulness of one way that social technology is employed today, collaborative email letter writing (CELW), when used in conjunction with live therapy sessions to counsel a self-injuring population. Currently, most email counseling consists of exchanging communications without live clinical intervention (Heinlein, Welfel, Richmond, & Rack, 2003). While self-injury behavior (SIB) is on the rise (Conterio & Lader, 1998; Zila & Kiselica, 2001), there is little evidence that shows that either traditional or systemic postmodern therapies are useful in treating SIB in adolescents or young adults. Alternative forms of communication, such as letter writing (Freedman & Combs, 1996; White, 1995; White & Epston, 1990), have proven to benefit a variety of clients who have a difficult time expressing emotions in live therapy sessions. However, research studies on CELW as an ongoing therapeutic technique with clients are extremely limited. To address this gap, I conducted a qualitative case study on a small sample of clients in which I explored how CELW could be used with certain clients. Considering the in-depth understanding of the therapeutic participant-observer, therapist CELW, client CELW, and the researcher's experience, I sought to establish the meanings of multiple perspectives for analysis of this underused therapeutic technique. I used a cross-case analysis of three individual cases to provide both an in-depth understanding of the similarities and differences across three case studies, and to understand how clinicians might incorporate this additional resource into their clinical practices.

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Shetzer, Lucie. "Confronting Aging and Serious Illness through Journaling: A Study of Writing as Therapy." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1192341678.

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Thiel, Lindsey. "Applying therapies and technologies to the treatment of dysgraphia : combining neuropsychological techniques and compensatory devices to enhance use of writing via the internet." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/applying-therapies-and-technologies-to-the-treatment-of-dysgraphia-combining-neuropsychological-techniques-and-compensatory-devices-to-enhance-use-of-writing-via-the-internet(e794c4bb-22a9-43be-b4ce-077ba008b8bc).html.

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Effective writing rehabilitation for people with acquired dysgraphia following a stroke could lead to more opportunities to communicate, reduce isolation and improve quality of life. Previous research has suggested that both impairment-focused spelling therapies and assistive technologies can support writing rehabilitation, although the strength of the evidence is limited. The central aim of this PhD study was to investigate whether a combined approach to writing therapy, including impairment-based therapies and assistive technologies, could improve the email writing of participants with varying severity of acquired dysgraphia. An email writing assessment was developed for outcome measurement and data from 42 control participants were collated to determine the neuro-typical range of email writing performance on this task. A within-participants, multiple case design was used to evaluate the effects of two different approaches to therapy with participants with dysgraphia. In the first study, two impairment-based therapies (uni-modal and multi-modal) were compared with eight participants with dysgraphia and the effects of these on spelling accuracy of treated and untreated words were measured. The functional outcomes (email writing, written picture description, writing frequency and perception of disability) of these therapies were also investigated in a second study. The third study evaluated the effects of training eight participants with dysgraphia (six of whom had participated in the first two studies) to use an assistive writing technology for functional writing. There was a wide range of performance in neuro-typical participants on email writing, with both age and education emerging as determinants of performance. Within the clinical studies, there were no significant differences between uni-modal and multi-modal therapies with respect to spelling accuracy, but these lexical therapies led to significant improvements to accuracy of treated and untreated words, written picture description and word length within emails. Training and use of assistive writing software resulted in significant improvements in spelling accuracy and word length within emails. All participants with dysgraphia showed some responsiveness to intervention. Both impairment-based and compensatory approaches to writing rehabilitation were found to have benefit, although the effects varied across participants and outcome measures. This study has highlighted the need for further research into assessments and therapies for writing in aphasia, specifically focusing on candidacy for specific approaches to writing rehabilitation.
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Books on the topic "Writing therapy"

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Penn, Peggy. Joined imaginations: Writing and language in therapy. Chagrin Falls, Ohio: Taos Institute Publications, 2009.

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Kettenbach, Ginge. Writing S.O.A.P. notes. Philadelphia: F.A. Davis, 1990.

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Writing S.O.A.P. notes. Philadelphia: F.A. Davis, 1990.

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Sherry, Borcherding, and Borcherding Sherry, eds. Documentation manual for occupational therapy: Writing SOAP notes. 3rd ed. Thorofare, NJ: SLACK, 2012.

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Alexander, June. Using Writing as a Therapy for Eating Disorders. Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315762791.

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Mary, Johnson, ed. Reference manual for writing rehabilitation therapy treatment plans. State College, PA: Venture Pub. Inc., 1994.

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A writer's toolkit for occupational therapy and health care professionals: An insider's guide to writing, communicating, and getting published. Bethesda, MD: AOTA Press, 2013.

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Documentation manual for writing SOAP notes in occupational therapy. 2nd ed. Thorofare, NJ: SLACK, 2005.

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Sherry, Borcherding, ed. The OTA's guide to documentation: Writing SOAP notes. 3rd ed. Thorofare, NJ: SLACK, 2013.

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J, Morreale Marie, ed. The OTA's guide to writing SOAP notes. 2nd ed. Thorofare, NJ: SLACK, 2007.

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Book chapters on the topic "Writing therapy"

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Furnham, Adrian. "Writing as therapy." In The Talented Manager, 234–36. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230369764_68.

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Bastow, Erin. "Writing Therapy and EMDR." In EMDR and Creative Arts Therapies, 241–57. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003156932-8.

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Davis, Rhonda. "Writing to Heal." In New Techniques of Grief Therapy, 315–18. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781351069120-68.

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Małecka, Katarzyna, and Janie Taylor. "Response Writing Dialogues." In New Techniques of Grief Therapy, 309–14. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781351069120-67.

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Neenan, Michael, and Windy Dryden. "Writing Down Alternative Responses To Nats." In Cognitive Behaviour Therapy, 158–59. Third edition. | London; New York: Routledge, Taylor & Francis Group, 2021. | Series: 100 key points and techniques: Routledge, 2020. http://dx.doi.org/10.4324/9781003134053-68.

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Hamel, Johanne. "Creative writing methods for dreamwork." In Art Therapy, Dreams, and Healing, 44–57. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003026624-4.

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Clark, Lisa L., and Jessica Sawyer. "Writing a Letter of Condolence." In New Techniques of Grief Therapy, 162–65. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781351069120-29.

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Van Goidsenhoven, Leni, and Anneleen Masschelein. "“Writing by Prescription”: Creative Writing as Therapy and Personal Development." In New Directions in Book History, 265–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_11.

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AbstractThis chapter investigates how-to books on creative “life writing” for therapy, transformative learning, and personal development, in short, therapeutic writing. This subgenre of writing advice is situated in two different domains with psychology and pedagogy on the one hand, and life writing and creative writing on the other hand. After a brief overview of the history of therapeutic writing, we focus on Jessica Kingsley Publishers (JKP), a leading international niche publisher in the field of neurological and cognitive differences. JKP offers a combination of popular-science books, memoirs, and self-help publications, as well as a series of how-to books on writing for therapy or personal development. By this specific grouping of genres and formats, JKP turns its readers into writers and also guides the process of writing by setting out standards for narratives about neurological illness and disability, both in content and form. Combining both textual and contextual analysis, we examine the advice oeuvres of three JKP authors, Gillie Bolton, Kate Thompson, and Celia Hunt, to see how they relate to the therapeutic and self-help ethos as well as to more literary forms of creative writing, and how they negotiate the ideas of becoming a writer through craft, therapy, and self-expression.
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Kapitan, Lynn. "Writing Research for Dissemination and Scholarly Publication." In Introduction to Art Therapy Research, 313–42. 2nd edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315691749-12.

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Kaganoff, Ann Parkinson. "Teaching Expository Writing Skills in Educational Therapy." In Best Practices in Educational Therapy, 157–89. New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429453687-6.

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Conference papers on the topic "Writing therapy"

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Dewi, Eva Meizara Puspita, Ahmad Ridfah, and Usrayanti. "The Effectiveness of Expressive Writing Therapy in Controlling Emotions of Adolescent Inmate." In 3rd International Conference on Education, Science, and Technology (ICEST 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201027.009.

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Nabarian, Tifanny, Yekti Wirani, Miftahussa'adah Putri Siddiq, Aseptianova, M. Zalili Aziz, and Ananto Dwi Saputro. "E-counseling-based Expressive Writing Therapy Platform for Overcoming Student Mental Health Problems." In 2022 9th International Conference on Electrical Engineering, Computer Science and Informatics (EECSI). IEEE, 2022. http://dx.doi.org/10.23919/eecsi56542.2022.9946453.

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Efimova, Arina V. "The specifics of language analysis and synthesis in primary school children with dysgraphy." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-292-298.

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This article discusses the features of language analysis and synthesis in primary school children with dysgraphy, which allow us to get an idea of the degree of formation of the operations of language analysis and synthesis and writing, which can later be used as the basis for the analysis of the existing violations of writing in children. As a result of the analysis of experimental data, several groups of children with writing disorders were identified. The data revealed in the course of the study allow us to expand the understanding of the features of mental operations and language analysis and synthesis skills in primary school children and to increase the effectiveness of correctional speech therapy.
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Usenkova, Ekaterina V., and Alina S. Yakovleva. "Interactive game as a means of preventing dysgraphy in primary school children with mental retardation." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-125-133.

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The relevance of the chosen topic is due to the fact that currently writing disorders are one of the most common speech pathologies in children, especially in children with mental retardation. The leading activity in primary school age in children with mental retardation is play, so interactive play can become a leading method in the prevention of dysgraphy. Prevention of dysgraphy is an important link for determining the content of speech therapy work to prepare children of this category to learn to read and write.
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Untari, Rita. "THE EFFECT OF EXPRESSIVE WRITING THERAPY ON ANXIETY IN SCHIZOPHRENIC PATIENTS AT Dr. RADJIMAN WEDIODININGRAT PSYCHIATRIC HOSPITAL, LAWANG, MALANG, EAST JAVA." In The 8th International Conference on Public Health 2021. Masters Program in Public Health, Universitas Sebelas Maret, 2021. http://dx.doi.org/10.26911/ab.medicine.icph.08.2021.31.

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Yantho, Galih Ismoyo, Achmad Nurhadi, Nur Fitriah, and Yuni Sri Dwijayanti. "Experimental Study of the Effectiveness of Assertive Writing Therapy on Children’s Self-Acceptance in the Tangerang Juvenile Correctional Facility Facing Covid 19." In 1st International Conference on Law and Human Rights 2020 (ICLHR 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210506.025.

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Vilka, Ilze. "Promotion of Listening Skills in Preschool Children with Phonological Insufficiency." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.65.

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This article is devoted to identifying the possibilities of promoting the development of listening skills in preschool children with phonological insufficiency. Underdeveloped listening skills and phonological insufficiency have a negative impact on speech development and language acquisition. During life, in interpersonal communication, people engage in four types of linguistic activity: listening, speaking, reading and writing. Listening is considered the most important skill, as it is through listening that an individual acquires most of their information and knowledge, including understanding the pronunciations of speech sounds, learning to distinguish them by hearing, and acquiring an understanding of words, sentences and texts. Children learn to perceive, comprehend and respond to hearing information by providing oral or written answers. The aim of this study is to theoretically investigate and practically evaluate the possibilities of promoting listening skills in children with phonetic-phonemic deficiencies. Methodology: The research was carried out using a literature review and speech therapy sessions to improve listening skills in preschool children with phonological insufficiency. Results: 42 children aged 5–6 years with phonological insufficiency were involved in the study. The study was conducted in speech therapy sessions over a period of three months. Initial and repeated assessments of listening skills were carried out. The evaluation criteria were based on speech therapy and educational theories. The repeated assessment of listening skills showed dynamic growth in all children included in the study.
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Colthorpe, Kay, Harrison Gray, Hardy Ernst, and Louise Ainscough. "How authentic is it? Evaluating the products of an authentic assessment task." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9067.

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Authentic assessment tasks resemble activities that are practiced in the workforce. These tasks are valued because they represent what students wish to accomplish as professionals, positively influencing their aspirations and motivations by explicitly demonstrating relevance of assessment tasks. However, given the choice available to students in completing authentic tasks and novelty of outcomes, the products of such assessment may vary in authenticity. This study aimed to develop a method of evaluating authenticity in student assessment products. Second year occupational therapy students (n=59) completed a written factsheet assignment about a disease or condition. The students’ products were evaluated for authenticity using a novel rubric developed during the study. The results demonstrate that authenticity in the product of an authentic assessment task is measurable, but varies widely across a cohort, with most products demonstrating moderate to high authenticity. However, there was no correlation between authenticity and course grade. Neither was there a correlation between the grade for this authentic task and a verbal authentic task in another course. These findings suggest that students, at this stage of their education, may not yet have progressed from writing like a professional to acting like one.
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Athanatou, Maria, and Elena Theodorou. "International Society of Experimental Linguistics ExLing 2021 12th International Conference of Experimental Linguistics 11 - 13 October 2021 Athens, Greece Menu Athens: 15:46:27 Brussels: 14:46:27 GMT: 13:46:27 London: 13:46:27 New York: 08:46:27 Tokyo: 22:46:27 ExLing 2020 (58) How do writing systems shape reading and reading acquisition? Kathy Rastle DOI: 10.36505/ExLing-2020/11/0001/000416 Published in ExLing 2020 Children’s syntax: a parametric approach William Snyder DOI: 10.36505/ExLing-2020/11/0002/000417 Published in ExLing 2020 A neurophonetic perspective on articulation planning Wolfram Ziegler DOI: 10.36505/ExLing-2020/11/0003/000418 Published in ExLing 2020 Masked priming in picture naming and lexical selection Manal Alharbi DOI: 10.36505/ExLing-2020/11/0004/000419 Published in ExLing 2020 Syllable rate vs. segment rate in perceived speech rate Yahya Aldholmi DOI: 10.36505/ExLing-2020/11/0005/000420 Published in ExLing 2020 Properties of nominal stress grammar in Greek Vasiliki Apostolouda DOI: 10.36505/ExLing-2020/11/0006/000421 Published in ExLing 2020 Eliciting focus-sensitive why-questions in Japanese Kodai Aramaki, Kanako Ikeda, Kyoko Yamakoshi, Tomohiro Fujii DOI: 10.36505/ExLing-2020/11/0007/000422 Published in ExLing 2020 Comprehension of verb directionality in LIS and LSF Valentina Aristodemo, Beatrice Giustolisi, Carlo Cecchetto, Caterina Donati DOI: 10.36505/ExLing-2020/11/0008/000423 Published in ExLing 2020 Complex syntax intervention for Developmental Language Impairment." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0009/000424.

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Intervention for children with Developmental Language Disorder appears to be beneficial and contributes to sustainable linguistic gains. This paper reports on a pilot intervention study carried out in Cyprus that examined the efficacy of language treatment targeting complex syntactic structures. Language skills of a nine-year old girl with DLD are described at two time points, before and after intervention. The child received therapy sessions based on MetaTaal therapy, and relative clauses were the targeted syntactic structures. Post-intervention measurements showed marginal improvement in relative clauses production and comprehension. Improvements observed in Complex Sentence Repetition Task and this might imply that the grammatical structures have emerged.
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Kim, Jang Hyun, and Hyunseok Yang. "Wavelet Based Binary Data Compensation in Holographic Data Storage System." In ASME 2014 Conference on Information Storage and Processing Systems. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/isps2014-6973.

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Data storage related with writing and retrieving requires high storage capacity, fast transfer rate and less access time. Today any data storage system cannot satisfy all of these conditions, however holographic data storage system can perform faster data transfer rate because it is a page oriented memory system using volume hologram in writing and retrieving data. System can be constructed without mechanically actuating part therefore fast data transfer rate and high storage capacity about 1Tb/cm3 can be realized. In this paper, storage capacity increased and stable data retrieving are realized in holographic data storage system. Thereby, we propose data pattern recognition by wavelet transform and fuzzy system in holographic data storage system.[1]
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Reports on the topic "Writing therapy"

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Hou, Ruirui, Jisen Zhao, Mi Sun, and Dong Guo. Evidence Support for Xinmailong Injection in the Treatment of Heart Failure: An Overview of Systematic Reviews and Meta-Analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0032.

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Review question / Objective: We expect to find higher-level evidence supporting the efficacy of TCM injection-Xinmailong injection in the treatment of heart failure through the methods outlined in the systematic review, and perhaps it can provide complementary alternative therapy for heart failure treatment. Condition being studied: Heart Failure. We have been committed to the research of TCM evidence-based medicine. First, we selected the topic, and then conducted a literature search, and found that the selected topic could continue to be studied. We then developed a protocol for writing an overview and registering the selected topics.
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