Expressive Writing and Well-Being During the Transition to College: Comparison of Emotion-Disclosing and Gratitude-Focused Writing

https://guilfordjournals.com/doi/10.1521/jscp.2017.36.7.580

Self-expressive writing as a therapeutic intervention for veterans and family members

Pages 201-221 | Published online: 23 Oct 2013

This qualitative case study reflects the voices and experiences of five veterans who engaged in a self-expressive writing session over a period of eight weeks. The purpose was to explore whether or not self-expressive writing could be used as a therapeutic intervention. Findings indicated that the intervention helped participants express emotions, increase their awareness of personal issues, helped separate problems from self, and foster a sense of empowerment. This study reveals the potential usefulness of physically expressing problems and interacting with them deliberately over time. Such interventions may be useful components of therapy and help those populations who have limited access to therapy services or who are reluctant to be present for therapy.

Is expressive writing effective in decreasing depression and increasing forgiveness and emotional wellbeing of preadolescents?

https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0718-48082017000300213&lng=en&nrm=iso&tlng=en

Expressive writing as an exposure based therapy for depression: An investigation of emotion, cognition, and physiology

https://macsphere.mcmaster.ca/bitstream/11375/20452/2/Marway_Onkar_S_finalsubmission092016_MSc.pdf

Writing for emotion management: Integrating brain functioning and subjective experience

Pages 23-29 | Published online: 25 Feb 2010

The brain’s emotion processing system is briefly discussed as a model for understanding the emotional benefits of expressive writing. The act of writing integrates both brain functioning and subjective experience.

http://www.tandfonline.com/doi/full/10.1080/08893671003594406

Writing therapy using new technologies—the art of blogging

Pages 41-45 | Published online: 04 Mar 2009

Using a blog as a form of journaling is becoming increasingly common. With email we are familiar with the phenomenon of responding rapidly and emotionally. In the blogging world, the same phenomenon may take place. While this type of immediate cathartic release may be similar to placing words on the pages of a journal, the aftermath that follows the use of blogging as journaling may be experienced much differently. The authors discuss the line between a self-help experience, a cathartic and possibly therapeutic intervention, and concern for the person who may be revealing too much. The therapist can prepare the client for feelings of empowerment, relief, and even exhilaration. They can also prepare for the risks, such as feelings of vulnerability, exposure, and possibly being re-traumatized. That the therapist may also want to establish boundaries within the therapeutic relationship about a client’s blog is also discussed.

Poetry writing as a healing method in coping with a special needs child: A narrative perspective

Pages 117-125 | Published online: 09 May 2011

The focus of this article is on the role poetry writing plays in helping those bereaved or depressed to cope with their emotions. Through a therapeutic process of applying her thoughts to writing poetry, the author, mother of a special needs child, expresses herself and the trauma of her experience. The writer utilizes free verse to allow thoughts to freely form on the page instead of forcing them into a tightly constructed form that might hinder the therapeutic writing process.

Using Story to Process the Emotional Experience of Complex Trauma

https://writingthroughtrauma.org/2016/05/04/using-story-to-process-the-emotional-experience-of-complex-trauma/

Writing to Heal: What Kinds of Emotions Predict Outcome in Expressive Writing?

https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=6435&context=etd

In the current study, the aim was to explore whether certain types of emotions that

emerge in participants‟ personal narratives of past traumatic events are associated with subsequent improvement in emotional well-being following expressive writing. The sample was archival data consisting of 255 undergraduate students. Participants‟ narrative material was coded for the presence of key emotions. Participants‟ psychological well-being was assessed at baseline, and at 17 and 31 days post- intervention. Participants were observed to evidence different key emotional states that were differentially associated with symptom distress. No relationship was observed between expressions of different emotions and participants‟ subsequent emotional development. Findings suggest that participants do not always adhere to writing instructions; personal narratives are revealing of symptom distress; and repeated writing, emotional or non-emotional, may enhance emotional well-being in general.