Rozprawy doktorskie: „Emotional writing”

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Biswas, Ann E. "When Emotion Stands to Reason: A Phenomenological Study of Composition Instructors' Emotional Responses to Plagiarism". University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1447096811.

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Creech, Suzannah K. "The impact of written emotional disclosure on laboratory induced pain". Thesis, Texas A&M University, 2004. http://hdl.handle.net/1969.1/2680.

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Previous research has demonstrated the impact of negative emotional states on pain modulation. The direction of this modulation has been shown to correspond to the arousal level and the valence of the emotional state, whether naturally occurring or induced in the laboratory. Other research has consistently linked written emotion disclosure of trauma to better long-term health outcomes among several populations. As most of these studies have focused on long-term health outcome effects of disclosure, little research has been done on the immediate effects of the paradigm on affective or physiological states. This study investigated the short-term effects of written disclosure of trauma on laboratory-induced pain, affective state, and other physiological measures of stress and arousal. Other goals of the study included investigating preexisting differences in pain sensitivity between participants corresponding to lifetime experience of trauma, and determining the degree to which baseline pain testing alters pain sensitivity after emotion induction by creating a conditioned, contextual fear. This is the first study to apply the written emotional disclosure paradigm to laboratory-induced pain.

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Creech, Suzannah K. "Impact of written emotional disclosure of trauma on laboratory induced pain". Texas A&M University, 2008. http://hdl.handle.net/1969.1/85964.

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This study was undertaken to determine whether written emotional disclosure of trauma impacted capsaicin induced pain immediately after writing and at a one-month follow-up, and the extent to which a lifetime history of trauma alters pain under neutral conditions. Three experiments were conducted to answer these questions. In Experiment 1 participants were randomly assigned to write about either a neutral or a trauma topic, and they concurrently completed the capsaicin test. In Experiment 2, the capsaicin test was administered to trauma history and no trauma history participants and pain ratings and secondary hyperalgesia were recorded under neutral conditions. In Experiment 3, participants wrote for three days and completed the radiant heat test before writing on day 1 and after writing on day 3. They also completed the capsaicin test on either day 4 or at a one-month follow-up (day 30). Taken together, these studies had several important results. First, radiant heat withdrawal latencies, ratings of pain intensity and unpleasantness, and area of secondary hyperalgesia were all significantly increased when participants had a history of traumatic experiences. This is evidence that trauma history is sufficient to alter pain regulatory mechanisms, and this may be attributable to the chronic negative affective state induced by trauma history and sensitization of shared circuits involved in both pain and emotion. Furthermore, our findings suggest that written emotional disclosure may lead to long-term changes in pain modulatory pathways that regulate central sensitization, without altering systems that regulate spontaneous pain.

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Beck, Taylor McGowin. "The twitcing eye : REM sleep and the emotional brain". Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/77473.

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Thesis (S.M. in Science Writing)--Massachusetts Institute of Technology, Dept. of Humanities, Graduate Program in Science Writing, 2012.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 43-47).
Sleep and emotion have been linked since the discovery of rapid eye movement (REM) sleep sixty years ago. Sleep, in particular REM sleep and the dreams it harbors, seems to modulate mood, restoring stability to the weary mind. Scientists have struggled to understand this link through the biological study of the brain, the psychological study of dreaming, and the clinical study of how sleep is affected by psychiatric illness. This thesis examines the history of sleep research in terms of its relationship to emotional processing, both from the physiological and the psychological perspective. We are introduced to the scientists who discovered REM in 1953, to those who tracked the links between the biochemistry of mood and of sleep, and to contemporary researchers who are exploring the link between sleep and mood using brain-scanners and electrodes to study the dreaming brain, and the sleep and dreaming of patients with mood disorders. On our journey we will experience both the progress sleep research has made this century, and the enduring mystery of why humans sleep and dream.
by Taylor McGowin Beck.
S.M.in Science Writing

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Walker, Elizabeth Harrington. "The Effects of Expressive Writing on Emotional Intelligence in College Undergraduates". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6698.

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Attending college is often so stressful that as many as 40% of students leave without earning a degree. Many students desert during their first and second years of study. Emotional intelligence has been associated with effective coping skills, student achievement, and psychological well-being. The act of expressing emotions through writing has been shown to engage many capabilities associated with emotional intelligence. Few studies have examined the effects of expressive writing on emotional intelligence. The theory of emotion regulation provided theoretical framework. The purpose of this quantitative experimental study was to examine the effects of expressive writing on emotional intelligence and perceived stress. A sample of 58 first and second year of college students participated in the study. Data were analyzed using paired t-test. Differences in emotional intelligence and perceived stress scores were not significant after 4 weeks of expressive writing sessions. However, at one-month follow-up, emotional intelligence scores were significantly higher for those who engaged in expressive writing. Given that emotional intelligence increased after an extended period of time, expressive writing could be easily implemented by students to improve coping skills and achieve academic goals.

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Pluth, Kate M. "Alexithymia, Emotional Intelligence, and Their Relation to Word Usage in Expressive Writing". Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/36.

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This correlational and experimental study examines how people with different levels of alexithymia and emotional intelligence write about their emotional experiences. Because research on expressive writing (writing about important emotional experiences) has found such far-reaching therapeutic benefits, and attributes much of it to expressive writing's linguistic properties, exploring how a person's emotional understanding relates to language matters. Sixty-eight participants engaged in Pennebaker's expressive writing paradigm, and their word usage was measured on a number of categories, as given by the Linguistic Inquiry and Word Count program. Results indicated that different levels of emotional intelligence and alexithymia correlated with certain parameters of word usage. However, few relationships were observed between the two attributes and change in word usage over time.

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Graf, Maria Christine Geller Pamela A. "Written emotional disclosure: what are the benefits of expressive writing in psychotherapy? /". Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/281.

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Parkin, Johanna. "The Writing-Based Practice| The Development of Social and Emotional Awareness in Adolescents". Thesis, Gwynedd Mercy University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616852.

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Although a great deal of research exists regarding various components of the Writing-Based Practice along with best practice of writing instruction, the research that does exist only examines how writing instruction impacts writing. This research study, however, examined whether there is a potential connection between a writing immersion program, the WBP, and growth in both social and emotional awareness. Specifically, the purpose of this Mixed Methods Triangulation Design-Convergence Model (Denzin, 1970; Creswell, Plano Clark, et al., 2003) was to investigate the potential relationship that may exist between the Writing-Based Practice and social and emotional awareness in adolescents.

The study consisted of the following method of data collection for two-hundred and forty-one eighth-grade students: questionnaires and six case studies which involved interviews, observations, and collecting artifacts. This study was conducted at a suburban middle school in southeastern Pennsylvania. All the parents of the eighth-graders were asked to sign a consent form to allow their child to participate. I surveyed only those students whose parents gave permission. Case study participants were selected based on PSSA 2014/2015 results. Data analysis employed the SPSS software to help analyze the quantitative portion of the study while coding. All qualitative data analysis was conducted by the researcher using conventional and summative content analysis. I trained a second coder for each child in the case studies reliability.

Results indicated there was sufficient evidence indicating statistically significant positive change for group interaction, risk-taking, and self-perception when exposed to the WBP over the course of the school year. Additionally, there was sufficient evidence to conclude positive change on both creative and analytical writing style when exposed to the WBP over the course of the school year.

For students to be successful in college and career, social and emotional skills are essential. This research fills a gap in the literature because there is nothing that addresses this problem. If, in fact, the WBP infrastructure does promote social and emotional growth, while also improving writing skills, it is relevant because not only will the students be better prepared for college, career and beyond, they will also grow through self-reflection.

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Bira, Lindsay M. "Emotional Writing in an HIV+ Population: Assessing Two Scoring Methods of Emotional/Cognitive Processing and Their Effects on Health Status, Physical Symptoms and Psychological Well-being". Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_theses/294.

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Objective: The purpose of the present study is to examine whether level of written emotional expression (EE) and emotional/cognitive processing (ECP) for traumatic events predict health status (CD4 and VL), Category B symptoms, depression and anxiety in an HIV+ population over four years. Specifically, two different scoring methods of two variables within ECP (cognitive appraisal and self-esteem) will be compared to see if a change score (SMCHANGE) or a final score (SMFINAL) better predict outcomes. The possible mediating role of ECP in the relationship between EE and outcomes will also be explored. Methods: This longitudinal study assessed 169 HIV+ and diverse men and women in the midrange of illness as indicated by a CD4 number between 150 and 200 and no previous AIDS-defining symptom. EE/ECP data was gathered during baseline assessment and participants attended follow-up assessments every 6 months for a period of 4 years. Hierarchical Linear Modeling was used to examine change over time in CD4, VL log, Category B symptoms, depression and anxiety controlling for age, gender, ethnicity, education, anti-HIV medication and baseline values for each outcome. In addition, analyses for CD4 and VL log were rerun controlling for medication adherence. Results: Positive EE was found to be significantly related to only CD4 and Category B symptoms slopes. Negative EE was not related to any outcome. ECP was found to be related to CD4, VL log and Category B symptoms slope. No relationships were found between EE/ECP and depression and anxiety. SMFINAL scores on ECP subscales were found to predict CD4 and VL log slope better than SMCHANGE, but SMCHANGE scores predicted Category B symptoms slope better than SMFINAL. Within meditational analyses, ECP was found to mediate the relationship between positive EE and CD4 slope controlling for adherence. Positive EE mediated the relationship between ECP and Category B symptoms slope. Conclusions: Higher engagement in positive EE and ECP within emotional writing about a trauma contributes to beneficial changes in health outcomes over time within HIV+ individuals. SMFINAL seems to be more related to CD4 and VL log slope while SMCHANGE seems to be more related to Category B symptoms slope, indicating that both scoring methods within ECP seem to be valuable. Findings support the meditational role of ECP between EE and CD4, and provide new evidence that positive EE plays a meditational role between ECP and Category B symptoms. These findings can be used to help improve health for patients in future studies or in CBT therapies.

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Guastella, Adam, i 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)
Full Text

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Ndiyah, Y. Florence. "The emotional well-being of the polygynous women in Lola Shoneyin’s novel 'The Secret Lives of Baba Segi's Wives'". Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/78710.

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Set against the backdrop of the “Anglophone crisis” ravaging parts of Cameroon, my novel, The Things We Don’t Talk About, centres on two young women who, through monogamous and polygamous marriages as well as extra-marital affairs, seek the identities of “wife” acceptable to their society, even as separatists in their home region battle for an autonomous political identity from the government in a country where they are the minority. Polygamy and patriarchal oppression are themes covered in Nigerian writer Lola Shoneyin’s The Secret Lives of Baba Segi’s Wives, originally published in 2010. Other relevant novels to this thesis are those by Nigerian authors, mainly Buchi Emecheta’s work 1979 The Joys Of Motherhood (2008) and Chinua Achebe’s 1958 masterpiece Things Fall Apart (2008). Reference will be made to Senegalese writer Mariama Bâ's novel Une Si Longue Lettre (So Long A Letter) (1981) originally published in French in 1980. Polygamy is still relevant in contemporary African society, especially among underprivileged women. This fact is reflected by Shoneyin who, at the end of her novel, keeps the three uneducated Alao co-wives in the oppressive polygamous marriage she has depicted, even though their husband permits them to leave. Bolanle, the educated, fourth wife, decides to divorce. While the man’s domination comes naturally in a patriarchal culture, the women’s freedom and emotional well-being are subject to conditions laid down by her society, but ones which she can control through her response to her predicament. This thesis uses Antonovsky’s theory of salotugenesis and its principles of the Generalised Resistance Resources (GRRs), as well as the theory of Africana Womanism, which is linked to feminist empathy, to demonstrate how these female protagonists adapt to and cope with the adverse circumstances of their lives, and hence work towards an identity they are comfortable with. Emphasis will be laid on the seven GRRs of Ego strength, co-wife bonding, co-wife rank, “joy in children”, education and skills, economic freedom, and spiritual intervention and their use by Baba Segi’s wives constructively to control their responses to subjugation in polygamy; only, at times the outcome is short-lived or counter-productive. “Talking” and “silence” as means of gaining emotional relief are also explored, as these characters seek to mitigate the adverse effects of being part of a polygamous household, for fulfilment in their polygamous marriages.
Thesis (PhD) - University of Pretoria, 2020.
Unit for Creative Writing
PhD
Restricted

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Atwood, Jonathan Robert. "Emotional Expression and Depth Processing in HIV-Positive Gay Males and HIV-Positive Straight Males: Effects on Depression and PTSD Symptoms". Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_theses/12.

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The expressive writing (EW) paradigm developed by Pennebaker (1985) has been found to provide health benefits in populations with medical and psychological conditions. Several theories have been proposed to explain the effectiveness of EW such as: the inhibition theory, increased social connections theory, the cognitive adaptation theory, and the exposure/emotional processing theory. Some studies have suggested that the effects of EW on health outcomes are mediated by varying degrees of depth processing (DP). The present study examines differences in emotional expression (EE) and DP in self-identified gay (GM) and straight men (SM), and assesses changes in levels of depression and PTSD symptoms from pre- to post-intervention. It was hypothesized that GM would display higher levels of EE, and consequently DP, in their written essays. This hypothesis was based on the notion that GM are behaviorally and emotionally more similar to women, who typically display higher levels of EE. Lower levels of depression and PTSD symptoms at follow-ups sessions were expected because theories to explain the effectiveness of EW address several common life experiences of GM. Results showed that GM expressed significantly more negative emotion words and were significantly more involved in the writing process than SM. However, when education was controlled for, the findings were no longer significant. The two groups did not differ from each other in their slope of change in levels of depression and PTSD symptoms from pre- to post-intervention, although the SM group displayed a significant within-group reduction in PTSD symptoms. It appears that EW may actually be more beneficial for HIV-positive SM than GM in alleviating PTSD symptoms. Interpretations and implications for future research are also discussed.

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Ruffin, Rachel. "Emotional Expression and Depth Processing In Trauma Writing: Impact on HIV/AIDS-Targeted Quality of Life". Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/616.

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Expressive writing has been linked to positive psychological and health outcomes in general and medical populations, but research examining this intervention in HIV is limited. Higher levels of emotional expression (EE) and depth processing (DP) during writing have been linked to better health status in HIV. Expressive writing has been shown to improve health-related quality of life (HRQoL) in other populations, but has not been examined in HIV. HRQoL is often compromised in HIV+ individuals and therefore improvements in this area are an appropriate goal of psychosocial interventions. This longitudinal study used HLM analyses to examine the relationship between levels of EE and DP during trauma writing and the rate of change in HRQoL over six months in an ethnically diverse sample of 106 HIV+ men and women. Three subscales of the HIV/AIDS-targeted Quality of Life measure were examined: Overall Healthy Functioing (HRQoL-Overall), Without Health Worries (HRQoL-Health), and Life Satisfaction (HRQoL-Life). All longitudinal analyses controlled for demographic (age, gender, race/ethnicity, education), medical (CD4 and VL) and psychological (stressful life events) factors. No significant effects were found for EE/DP to predict changes in HRQoL over time for the full sample. When men and women were examined separately, there was a non-significant tendency for men to decrease in HRQoL over time and for women to increase over time, and a number of EE/DP variables were significant predictors of rate of change in HRQoL. As hypothesized, for women (n = 44) higher level of Experiential Involvement DP predicted greater increase in HRQoL-Overall and HRQoL-Life, and higher negative EE also predicted greater increase in HRQoL-Life over time. Opposite of the direction hypothesized, higher Self Esteem DP predicted a lower level of increase in HRQoL-Life for women. For men (n = 62), findings appeared to be in the opposite direction of women, with greater Self Esteem DP working as a buffer to decreases in HRQoL-Life and HRQoL-Health over time. Furthermore, higher Experiential Involvement and negative EE appeared detrimental for men as both predicted greater decreases in HRQoL-Life over time and Experiential Involvement also predicted greater decreases in HRQoL-Health. Results should be interpreted with caution, as the overall slopes did not show significant change in HRQoL over time. The reasons for observed gender differences are not known. This is the first study to examine the impact of EE and DP in expressive trauma writing on HRQoL in HIV+ individuals. Implications and limitations are discussed.

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Mibashan, David. "Auditory subliminals: Effects on the emotional tone of a writing task and on the subjects' mood". Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5651.

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The effect of an auditory subliminal message upon the performance of a writing task and upon the mood of the participants was investigated in this study. One hundred and twenty-eight subjects (randomly assigned to eight conditions, each one comprising 16 subjects) were asked to create a children's story. One condition was exposed to a happy subliminal message (the word happy repeated every five seconds, 14 dB below ambient noise), one condition to a sad subliminal message, and another condition to a subliminal white noise tape. These three conditions received the message while writing the story. Three additional conditions (incubation) were exposed to the same tapes for twenty minutes before writing the story. In addition, there were two contrast conditions in which subjects were requested to write a happy (sad) children's story without being exposed to a subliminal message. The main dependent measures were: self-ratings of the subjects' mood on the axis of pleasure; judges' ratings of the happiness/sadness of the stories; and happy, sad, happy-related, sad-related, and total word counts. With regards to the task, the results indicated no effects for the no incubation conditions; a significant difference between the happy and sad conditions among the incubation conditions; and a significant difference between the two upon request conditions. With regards to the mood of the participants, there was a decrease in pleasure for the sad no incubation condition and a similar decrease for the happy incubation condition. The main conclusions drawn from the present experiment are: mood and task are affected in an independent fashion by the subliminal messages; the affective tone of the stories did not in turn affect the mood of the subjects in the subliminal conditions; the request to write a happy or a sad story did not give rise to mood change as observed with other supraliminal mood-induction techniques; and it appears that subliminal effects are different from supraliminal effects.

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Winslett, Peter Wakefield. "Positive and negative emotional writing in adolescence: gender differences, benefits, and effects on self-disclosure and intimacy /". Full text available from ProQuest UM Digital Dissertations, 2005. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1267222761&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1185205101&clientId=22256.

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Gallo, Laurie Anne. "Investigating written emotional disclosure as an intervention for college student drinking". Diss., Online access via UMI:, 2007.

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Konig, Andrea. "Disclosure and Health: Enhancing the Benefits of Trauma Writing Through Response Training". VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2594.

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Writing about a personal traumatic event has been found to have psychological and physical health benefits. Focusing on traumatic memories in writing may be a form of exposure. In imagery exposure and trauma writing, greater physiological reactivity was predictive of better outcomes. Given the importance of physiological output in emotional processing, response training was developed and found to be effective in increasing appropriate physiological reactivity in imagery exposure. If response training amplifies physiological reactivity and the benefits of writing, the hypothesis that writing is a form of exposure would be strengthened, and training may be a valuable tool to improve the efficacy of psychotherapy approaches that use writing as a form of exposure. The present study examined whether response training enhances the benefits of trauma writing. In this study, participants wrote for 20 minutes on three occasions about a personal traumatic event (n = 113) or a trivial topic (n = 133) and received response imagery training (n = 79), stimulus imagery training (n = 84) or no training (n = 83). Heart rate and skin conductance were recorded in sessions one and three throughout a 10-minute baseline, writing, and a ten-minute recovery period. Self-reported trauma symptoms and emotion were assessed in each session. One month after completing the sessions, participants completed follow-up assessments of psychological and physical health outcomes. As predicted, trauma writing elicited greater physiological reactivity and self-reported trauma symptoms and emotion than neutral writing. Response training amplified physiological reactivity to trauma writing more than neutral writing, without amplifying levels of self-reported emotion or trauma symptoms. The physiological reactivity and self-reported emotion elicited by trauma writing habituated across sessions and response training enhanced these effects. Finally, increased heart rate predicted better outcomes for all trauma writers; however, response trained trauma writers who evidenced greater heart rate showed the greatest reductions in trauma, depression and physical illness symptoms at follow-up. These results support previous research which found that greater physiological reactivity was predictive of writing outcomes. The findings are the first to demonstrate that response training facilitates emotional processing and thus may be a beneficial adjunct to trauma writing.

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McCreary, Keith. "When Johnny Comes Marching Home: A Novel". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc501006/.

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"When Johnny Comes Marching Home" is a novel that focuses upon the severe emotional trauma of a young boy coping with his father's death. For Johnny Freeman, the seemingly innocent setting of a typical American elementary school becomes a dangerous psychological battlefield, his most threatening "enemy" being his teacher, Miss Holloway, a first-year instructor beginning her career with only textbook knowledge and stubborn determination. Johnny Freeman and Miss Holloway clash the first day of school and set into motion a war of minds, wills, and emotions. Neither will relent; each is driven for various complex reasons to dominate the other. Their personalities demand that only one of them will emerge as the winner in this struggle, creating a psychological fight for survival with terrifying and deadly consequences for the loser.

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Gallagher, Kelly A. "RUBBER MEETS ROAD: RESEARCHING, WRITING, AND PRODUCING ANORIGINAL PLAY". Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1526384703233597.

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Hudson, Tina M., Lori J. Marks, Kimberly Hale i James J. Fox. "Evidence-Based Writing Strategies for Students with Emotional and Behavioral Disorders: A Review and Application of the Intervention Literature". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/146.

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Adkins, Mary Helen. "Self-regulated strategy development and generalization instruction effects on story writing among second and third grade students with emotional and behavioral disorders /". College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3206.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Ennis, Robin Parks. "Self-Regulated Strategy Development for Students with Emotional/Behavioral Disorders in a Residential School". Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/epse_diss/85.

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Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school; however, few researchers have investigated what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at-risk for E/BD is self-regulated strategy development (SRSD). SRSD is a six-stage, explicit strategy instruction model that includes procedures for goal setting, self-monitoring, self-instruction, and self-reinforcement and can be generalized to a variety of writing tasks. The purpose of this study was to determine the effects of an SRSD persuasive writing intervention on the writing achievement of 44 students in a residential school. Results of a piecewise hierarchical linear modeling growth curve analysis suggest statistically significant gains were made over the course of the intervention in writing (quality, correct word sequences, and essay elements) and academic engagement. Effects also generalized to writing achievement measures. In addition, teachers implemented the intervention with high fidelity, and both students and teachers rated the intervention as socially acceptable, with higher ratings postintervention.

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Kan, Kar-yin, i 簡加言. "An approach for revealing and charting the thinking an emotional outlook of junior secondary students as reflected in multi-writing tasks produced in Chinese". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45147887.

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Webber, Kristin. "How Adolescents in an Alternative School Program Use Instructional Technology to Create Meaning While Reading and Writing". University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365806315.

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Caswell, Nicole I. "RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES". Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622.

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Barton, Kelci. "When Process Becomes Processing: Managing Instructor Response to Student Disclosure of Trauma in the Composition Classroom". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3569.

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In first-year composition courses, there are three aspects of teaching that are researched well so far: disclosure of trauma in student writing, instructor feedback, and emotional labor. The disclosure of trauma is almost completely unavoidable in first-year composition. We encounter an issue with instructor feedback; how do we provide feedback to student writing, like grammar and mechanics, when the student has disclosed trauma in the writing? Additionally, we can build off this with emotional labor, which already occurs consistently in teaching but is heightened in this instance. When providing feedback to a student who has disclosed trauma, this can be emotionally taxing on the instructor, as they may have to hide emotions regarding feedback to disclosure. How can the instructor manage their emotional labor in this instance – or how can instructors provide feedback to student disclosure of trauma in a manner that both prioritizes the student and instructor’s mental health?

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Joy, Louise. "Literary affections : categorization of the emotions in eighteenth-century writing". Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612781.

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Ashworth, Rebecca. "Feeling freedom : Reading emotion in Anglophone African-Caribbean women's writing". Thesis, University of Reading, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558776.

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This thesis explores the interpretative possibility of literary emotion in Anglophone African-Caribbean women's writing. It develops the now well-established study of mental and cultural decolonisation to focus on the role and value of emotions in this process. I argue that when power structures have become internalised to the extent that the emotions are affected, literature's privileged role in affecting its readers offers a way to impart knowledge that is both cognitive and emotional and that can lead towards social and human transformation. The social structures in the Caribbean that evoke or prohibit emotion and its expression have a specific history in the region that need to be understood in context. Thus a study of emotion in these literary works needs to move from the universal discourse of emotion to a specific Caribbean emotion epistemology. A focus on the role of emotion in Caribbean women's writing provides an awareness of how shame, anger, and love shape subjectivities and can deepen an understanding of the political and social mechanisms that result in hierarchies, disunity, conflict, and even physical violence. Through close readings of selected novels (Merle Hodge' s Crick Crack, Monkey and For the Life ofLaetitia, Dionne Brand's In Another Place, Not Here, Merle Collins's Angel, and Erna Brodber's Jane and Louisa Will Soon Come Home, Myal, and The Rainmaker's Mistake) I explore how emotion works to broaden an awareness of social problems. Furthermore, I argue that the authors' literary techniques shape a specific reader response to each novel that makes an intellectual understanding of healing and transformation simultaneously affect the reader on an emotional level. In this way, I suggest that each novel's structure mirrors the form of intervention that is described in the novel.

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Matthews, R. E. "Researching emotion and traumatic memory through creative writing and psychotherapy". Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/49687/.

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Greene, Cantice G. "Writing and Wellness, Emotion and Women: Highlighting the Contemporary Uses of Expressive Writing in the Service of Students". Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/english_diss/63.

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In an effort to connect women’s spiritual development to the general call for professors to reconnect significantly with their students, this dissertation argues that expressive writing should remain a staple of the composition curriculum. It suggests that the uses of expressive writing should be expanded and explored by students and professors of composition and that each should become familiar with the link between writing and emotional wellness. In cancer centers, schools of medicine, and pregnancy care centers, writing is being used as a tool of therapy. More than just a technique for helping people cope with the stresses of loss, pain, and abuse, teaching personal writing techniques enables writers to transfer their skill in writing narratives to other forms of writing, including the more traditional academic essay. By presenting interdisciplinary blending of composition and performance studies, the discussion introduces contemporary tools of writing that engage digital environments and digital storytelling techniques already familiar to students. An important highlight of the research, that allowing students to treat personal themes in the writing classroom boosts students’ overall academic performance, is a discussion relevant to professors outside of the English department. Spurred by the public health calls for intervention in the HIV and HPV spread on minority, tribal, and HBCU campuses, the essay also considers the appropriateness of offering the Life-Support Class (a mainstay of Pregnancy Care Centers) in campus clinics. The subject of emotion is treated in the essay in relation to women’s relationships on campus and the evasion and stigmatization of emotion among professors in the academic setting. Further, the essay highlights research which suggests that a fear of feminist retaliation interferes with campus psychologists’ recommendations for the best outcomes for sexual health. This dissertation follows the trend of feminist research methodology by explicitly exposing the author’s hopes and goals, which connect women’s spiritual formation to expressive writing.

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Lewis, Victoria. "Providence, emotion and self-writing in England, c.1660-c.1720". Thesis, University of East Anglia, 2018. https://ueaeprints.uea.ac.uk/67674/.

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This thesis offers a new interpretation of providentialism in late seventeenth- and early eighteenth-century England. Historians have seen this as a transitional period in providential belief and expression, between heightened engagement and gradual decline, and have provided us with many perspectives on the changing role of providence in English culture. But we still have yet to understand fully the role of providence in individual lives, where change occurred at an experiential and quotidian level. This thesis aims to fill this historiographical gap by examining practical, subjective and individual experiences of providentialism. Drawing on first-person narratives such as diaries and memoirs, conceptualised as sites of personal agency, it sheds light at the micro-level on broader shifts in providential belief and thought. These primary sources show how individuals exercised a personal providentialism, writing their relationship with God’s providence into their own emerging sense of self. Investigation of the emotional resonances of providentialism also emphasizes its centrality to inner lives and personal identity, characterised by subtle but significant modes of feeling. Several case studies demonstrate how people constantly shaped and re-shaped themselves, and moulded ideas and beliefs relating to providence to fit particular social and religious circumstances and changing intellectual concerns. Providentialism is therefore shown to be elastic and subjective – a subjectivity that ensured the adaptability and durability of the concept of providence in an era of atheism, science and expanding secular authority. Far from seeing this period as a stage in an inexorable decline, the thesis shows how people continued to find uses for providence in creative and imaginative ways to make sense of themselves and their world in the late seventeenth and early eighteenth centuries.

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Zentner, Mark Alan. "The influence of expression of emotions in writing on physical and psychological well-being /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Richmond, Kia Jane Neuleib Janice. "Reflections of/on the teacher emotions and disclosure in the writing classroom /". Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006626.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 18, 2006. Dissertation Committee: Janice Neuleib (chair), Patricia Dunn, Julia Visor. Includes bibliographical references (leaves 282-292) and abstract. Also available in print.

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Hirsiaho, Anu. "Shadow dynasties : politics of memory and emotions in Pakistani women's life-writing /". Tampere : University of Tampere, 2005. http://acta.uta.fi/pdf/951-44-6265-3.pdf.

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Ekholm, Eric. "Investigating Daily Writing Emotions, Attention Regulation, and Productivity: An Intensive Longitudinal Study". VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5977.

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Emotions pervade academic situations and influence the ways that learners think, behave, and achieve (Pekrun, 2006; Schutz & Lanehart, 2002). Writing may be a particularly emotion-laden activity, and especially so for students concentrating in fields that value writing production. However, very few studies have quantitatively investigated writers’ emotional experiences. The goal of the current study was to examine the writing-related emotions of graduate students enrolled in writing-intensive disciplines as well as how these emotions related to writers’ daily productivity and attention-regulation behaviors. To do so, the study employed a daily diary design (Gunthert & Wenze, 2012) in which participants completed brief daily surveys over 28 days. Data from a final sample of 183 participants were analyzed in several frameworks, including descriptive statistics, reliable change indices, and longitudinal modeling via generalized estimating equations. Results from these analyses indicate that writers tend to experience positive valence emotions (e.g. enjoyment, pride) more strongly than negative valence emotions (e.g. anxiety, shame) and that, for most of the emotions studied, writers’ emotional states tended to vary considerably from day to day. Furthermore, results indicate that writers’ emotional states are differentially related to daily writing outcomes such as attention regulation, time spent writing, and number of words written, and that state emotions are more predictive of these outcomes than are trait emotions. Theoretical implications and suggestions for future research are also presented.

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Saur, Elizabeth Helen. "Affective Understandings: Emotion and Feeling in Teacher Development and Writing Program Administration". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1499956420105234.

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Fartoukh, Michael. "Effets des émotions sur les processus rédactionnels et orthographiques chez les enfants de fin d'école élémentaire". Phd thesis, Université Nice Sophia Antipolis, 2013. http://tel.archives-ouvertes.fr/tel-00942770.

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L'objectif de cette thèse est d'étudier l'effet que peuvent avoir les émotions, au travers de l'induction d'un état émotionnel, sur les capacités rédactionnelles, orthographiques et mnésiques d'enfants au sein du contexte scolaire. Plus précisément, en lien avec le modèle élaboré par Ellis et Ashbrook (Resource Allocation Model of Cognitive Interference, 1988), puis modifié par la suite par Ellis et Moore (1999), la thèse selon laquelle les ressources cognitives disponibles varieraient en fonction de l'état émotionnel du participant est défendue. L'influence des émotions (positive, négative et neutre) est testée sur les exercices de la rédaction de texte, de la dictée et sur une tâche de mesure de la mémoire de travail phonologique, auprès d'enfants de CM1 et CM2.Les résultats montrent que les émotions négatives sont responsables de variations sur la longueur des textes et sur l'utilisation du lexique dans le cadre des processus rédactionnels (expérience 1), mais aussi d'une diminution des performances en mémoire de travail phonologique (expérience 3). En revanche, l'induction d'une émotion positive ou négative est responsable d'une perturbation sur le plan des processus orthographiques résultant en une augmentation du nombre d'erreurs d'orthographe dans le cadre de l'exercice de la dictée (expérience 2). En conclusion, il est montré que les émotions peuvent avoir un effet perturbateur, parasitant sur certains processus cognitifs complexes chez l'enfant. De plus, ce travail a aussi permis d'interroger l'effet des activités scolaires sur le ressenti émotionnel des enfants de CE2 et CM2 (expérience 4). Il a ainsi été mis en évidence que selon l'âge des enfants et l'activité pratiquée (écoute d'un texte lu à l'oral et dictée), le ressenti émotionnel varie grandement, mais aussi que l'état émotionnel initial est corrélé aux performances en dictée.Finalement, les résultats sont discutés en lien avec le modèle considéré (Ellis & Moore, 1999). Des ouvertures expérimentales sont proposées afin d'améliorer les connaissances de l'effet des émotions sur les capacités de langage écrit des enfants d'âge scolaire.

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Wuenstel, Mary Catherine. "The reflective journal the emotions and consciousness states of poets within a transpersonal writing design /". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=946.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains vii, 207 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 174-193).

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Loh, Ka-yee Elizabeth, i 羅嘉怡. "A study of Hong Kong primary school students' ability to express emotions in their Chinese writing =". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38300928.

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Booker, Jordan Ashton. "Effects of Emotion- and Gratitude-Focused Expressive Writings on Incoming College Students' Adjustment". Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73300.

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The transition to college can introduce new roles, opportunities, and challenges for growth and adjustment. Effective management of these challenges promotes personal adjustment and academic success (Chemers, Hu, and Garcia, 2001). However, difficulty in managing aspects of this transition introduces risks for dysfunction in emotional, social, and academic areas (Heiligenstein and Guenther, 1996). These risks are exacerbated for students who from underrepresented backgrounds at their college and within their field of study (Strayhorn, 2012). Among undergraduates, expressive writing interventions have been used to improve adjustment. These brief activities of self-reflection were originally used to address past hurts and have been adapted to attend to life's benefits. Reflections on both negative and positive life experiences have been tied to improvements in well-being, social success, and physical health (Emmons and McCullough, 2003; Sloan and Marx, 2004). This is the first study to directly compare effects of expressive writings focused on strong negative emotional experiences with effects of writings focused on positive emotional experiences (gratitude). Furthermore, questions remain about mechanisms of influence for these two writing paradigms. The current study tested the influence of these paradigms on student adjustment during the college transition, and assessed emotion mechanisms specific to each writing paradigm. One hundred sixty-one incoming college students were recruited into an online study during the fall semester. Students reported on emotional, social, and academic outcomes at the third, fifth, and eighth weeks of the incoming academic semester. Students were randomly assigned to one of three experimental groups: a group writing on emotion-focused prompts; a group writing on gratitude-focused prompts; and a control group with no assigned writings. During the fourth week of the semester, students in the experimental groups spent four days writing about their respective group prompts. Students in the emotion-focused writing group showed improvements in willingness to share intimate life events with others (i.e., length of writing, comfort with self-disclosure, recent heart-to-heart conversations). Students in the gratitude-focused writing group showed increases and maintenance of psychological resources (i.e., life satisfaction, involvement in group meetings, instances of studying). I discuss the implications of these findings below.
Ph. D.

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Ford, Michael Andrew. "Wounded lover : the emotional life and spiritual writings of Henri J.M. Nouwen : implications for gay Christians in the Church". Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250213.

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Loh, Ka-yee Elizabeth. "A study of Hong Kong primary school students' ability to express emotions in their Chinese writing Cong Zhong wen zuo wen yan jiu Xianggang xiao xue sheng de qing yi biao da neng li /". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38300928.

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Moessner, Meeka K. "The use of irritation in mood and character development in creative writing". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116543/1/Meeka_Moessner_Thesis.pdf.

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This research project takes a practice-led approach to the study of negative emotions, to address the question of how their representation can feature as a basis of character response and influence in plot development in novels. l discuss irritation, in particular, as an affective mood in creative writing practice. Examination of case studies and my own creative practice will illustrate how writing devices are used to create a novel's overarching mood of irritation. I identify the potential that non-cathartic emotions have to promote plot development through the protracted experience of irritation, thereby leading to new possibilities of character response, and story.

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Lui, Hoi Ling. "Gender, emotions, and texts : writings to and about husbands in anthologies of Qing women's works". HKBU Institutional Repository, 2010. http://repository.hkbu.edu.hk/etd_ra/1201.

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Washburn, Travis. "Healing the Cartesian Split: Understanding and Renewing Pathos in Academic Writing". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3671.

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There have always been rogues who dared to go against the traditional "intellectual" writing style of science and academia, a style that seems bent on transcending the "merely personal." Those who take this risk are embracing the rhetorical tradition of pathos, one that goes as far back as Aristotle. Current academic trends support a genre devoid of pathos and lacking true ethos—a deviation from classic rhetoric, and one that supports the Cartesian split of mind-body dualism. Neurological studies done by Antonio Damasio and others suggest that a holistic view is a more accurate picture of how a human soul functions. Philosophy and psychology support this same perspective, proving that the opposite of logic is not emotion: the opposite of logic is illogic. By the same token, there are two types of emotion: reasonable emotion and unreasonable emotion, one good, the other bad. There are dangers when emotion is left on its own, but there are equal dangers when logic is left on its own; so it is crucial that the two be united. Changing the academic super-genre and inviting pathos back will require writers to pursue, to an extent, divergent thinking.

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Cameron, Michelle. "The influence of emotion labour and health discipline rules on the writing and use of health governance documents". Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/232768/1/Michelle_Cameron_Thesis.pdf.

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This research explored the generation of emotion and its management for health governance writers and clinicians. It examined health governance process and document content. The thesis provides insight into how emotion management on the part of health discipline members influences governance document content and implementation. It further provides the identification of organisational elements that may improve clinician participatory governance engagement.

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Burke, Philip A. "Expressing and developing emotion in the service of self-understanding : expressive writing as an adjuvant to a psychotherapy analogue /". Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1068245651&sid=14&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Shivener, Richard. "Feeling Digital Composing". University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1561996947354947.

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Černiauskaitė, Rūta. "Sergančių išemine širdies liga asmenų emocijų ir arterinio kraujo spaudimo kitimai taikant ekspresyvaus rašymo metodą psichosocialinės reabilitacijos metu". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130603_143647-86343.

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Tyrimo tikslas – nustatyti sergančių išemine širdies liga asmenų emocijų ir arterinio kraujo spaudimo kitimus taikant ekspresyvaus rašymo metodą psichosocialinės reabilitacijos metu. Tyrime dalyvavo 164 kardiologiniame skyriuje besigydantys pacientai. Keturių užsiėmimų kursą baigė 126 pacientai: 58 vyrai ir 68 moterys. Tiriamieji dalyvavo keturiuose 30 minučių trukmės užsiėmimuose. Užsiėmimai vyko keturias dienas iš eilės. Buvo siekiama įvertinti ekspresyvaus rašymo metodo veiksmingumą pacientų emocinės būsenos ir arterinio kraujo spaudimo kitimams. Buvo sudarytos trys tyrimo dalyvių grupės: a) ekspresyvaus rašymo grupė, kurios dalyviai rašė savo išgyvenimus susijusius su liga; b) neutralaus rašymo grupė, kurios dalyviai rašė apie kasdienę veiklą; c) lyginamoji grupė. Kiekvieno užsiėmimo pradžioje ir pabaigoje buvo matuojamas kraujo spaudimas. Pirmojo ir paskutiniojo užsiėmimų metu tiriamųjų buvo prašoma įvertinti savo emocinę būseną. Tyrimo rezultatai parodė, kad ekspresyvaus rašymo grupės dalyvių neigiamų emocijų pokytis buvo didesnis lyginant su neutralaus ir lyginamąja grupėmis. Ekspresyvaus rašymo grupėje „linksmumo“ pokyčiai didesni lyginant su lyginamąja grupe. Kitos teigiamos emocijos nesiskyrė tarp trijų tyrimo dalyvių grupių. Ekspresyvaus rašymo grupėje sistolinio AKS pokyčiai nėra didesni lyginant su neutralaus rašymo grupe, bet didesni lyginant su lyginamąja grupe. Diastolinio AKS pokyčiai nesiskyrė tarp trijų tyrimo dalyvių grupių. AKS mažėjimą nepaaiškina... [toliau žr. visą tekstą]
The aim of research – to determine the changes of emotions and arterial blood pressure of the patients with ischemic heart disease by applying the method of expressive writing during psychosocial rehabilitation. 164 patients of cardiology department participated in the survey. 126 patients ( 58 men and 68 women) completed the course of four session. The patients attended four 30 min meetings four days in a row. The goal was to evaluate the efficiency of expressive writing for the changes of emotions and arterial blood pressure. The patients were divided into three groups: a) a group of expressive writing, the participants of which wrote their experiences related to the disease b) neutral writing group, where the participants wrote about everyday activities; c) control group. At the beginning and at the end of each meeting their blood pressure was measured. The participants had to evaluate their emotional state during the first and the last meetings. The survey results showed that the change of negative emotions was higher in the participants of expressive writing than in the groups of neutral or control. The changes of „happiness“ were higher in expressive writing group than in control group. Other positive emotions did not differentiate among the groups. The changes of systolic blood pressure in expressive writing group were not higher than in the neutral group, but higher in comparison with control group. The changes of diastolic blood pressure did not differ among the... [to full text]

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