Effects of a brief web-based interpersonal conflict cognitive reappraisal expressive-writing intervention on changes in romantic conflict during COVID-19 quarantine.

2021 ◽  
Author(s):  
Lindsey M. Rodriguez ◽  
Sherry H. Stewart ◽  
Clayton Neighbors
Keyword(s):  
Expressive Writing ◽  
Interpersonal Conflict ◽  
Cognitive Reappraisal ◽  
Writing Intervention ◽  
Web Based ◽  
Expressive Writing Intervention

Coping With Community Violence: An Expressive Writing Intervention

2012 ◽  
Author(s):  
W. Kliewer ◽  
S. J. Lepore ◽  
A. D. Farrell ◽  
K. W. Allison ◽  
A. L. Meyer ◽  
...  
Keyword(s):  
Community Violence ◽  
Expressive Writing ◽  
Writing Intervention ◽  
Expressive Writing Intervention

Investigating the influence of expressive writing exercises on the working memory of middle adolescents and young adults in South Africa

2021 ◽  
pp. 008124632110434
Author(s):  
Jonita Swart ◽  
Chris Janeke
Keyword(s):  
Working Memory ◽  
Expressive Writing ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Stressful Event ◽  
Writing Intervention ◽  
Expressive Writing Intervention ◽  
Solution Focused ◽  
Writing Exercises ◽  
Positive Effect

This study investigated the influence of expressive writing on the working memory capacity of middle adolescents (learners 15–17 years old) and young adults (students 18–24 years old) in the South African context. The assumption underlying the research was that expressive writing about a stressful event would reduce unwanted thoughts and the resultant demand on cognitive resources, thereby increasing working memory capacity. Two experiments were conducted involving a sample of 28 school learners and a sample of 38 university students. In each experiment, the participants were assigned to three writing conditions: a factual event for the control group and either just a stressful event, or a solution to a stressful event, for the two experimental groups. It was postulated that the solution-focused group would gain the most from the expressive writing tasks. Working memory capacity assessments were conducted before and after the expressive writing intervention and again about 14 weeks later to test for a long-term effect on working memory capacity. A positive effect was found regarding the working memory capacity of the students, but there was no statistically significant improvement in the working memory capacity of the learners. Furthermore, although the results of the student groups did indicate that an expressive writing intervention may enhance working memory capacity, this effect was not mostly restricted to the solution-focused experimental groups as was hypothesised. Instead, the results suggested that expressive writing exercises may have had a positive effect on the memory performance of all three groups.

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