scholarly journals The event-specific benefits of writing about a difficult life experience

2021 ◽  
Vol 17 (1) ◽  
pp. 53-69
Author(s):  
Charles Matthew Stapleton ◽  
Hui Zhang ◽  
Jeffrey Scott Berman
Keyword(s):  
Life Events ◽  
Undergraduate Students ◽  
Indirect Effect ◽  
Life Experience ◽  
Negative Emotions ◽  
Cognitive Avoidance ◽  
Control Groups ◽  
Life Event ◽  
General Distress ◽  
And Control

Previous research demonstrates that writing about life’s difficult moments benefits the writer cognitively and emotionally. However, it is unclear whether the benefits of writing are specific to the event written about or whether the benefits are global. This study was designed to address this issue. Participants were 120 undergraduate students who had experienced at least two difficult life events. Participants were randomly assigned into experimental and control groups. Experimental participants wrote about one of these difficult events and control participants wrote about an interesting life event of their choosing. Experimental participants reported their positive and negative emotions as well as their cognitive avoidance and intrusion concerning the event written about and another event not written about. Control participants reported their emotions and cognitions concerning two difficult life events. All participants also reported their general distress. These assessments were done immediately after writing and one week later. The results indicated that experimental participants were emotionally stronger, less upset, and less cognitively avoidant about the particular difficult life event they wrote about compared to an event they did not write about. Similar comparisons between ratings of a written-about and a not-written-about event were not significant for passion, fear, and cognitive intrusion. There was evidence for a possible indirect effect of writing on general distress through changes in event-specific cognitions and emotions. Discussion of these results focuses on how writing may specifically help change a writer’s feelings and thoughts about a particular situation.

A Study of Appropriate Use of Language When Making Reference to Persons with Disabilities

1991 ◽  
Vol 22 (2) ◽  
pp. 40-41 ◽  
Author(s):  
Keith Byrd ◽  
Bee Crews ◽  
Deborah Ebener
Keyword(s):  
Special Education ◽  
Undergraduate Students ◽  
Language Usage ◽  
Training Module ◽  
Appropriate Use ◽  
Control Groups ◽  
Persons With Disabilities ◽  
Significant Difference ◽  
And Control

The purpose of this study was to assess the effects of a training module on the appropriate use of language when referring to persons with disabilities. Undergraduate students in a special education course were randomly assigned to experimental and control groups. There was a significant difference in language usage between subjects who received a training module on the use of appropriate language and subjects who did not.

The Role of Stress as a Precipitating Factor of Psychiatric Illness

1977 ◽  
Vol 130 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Arthur P. Schless ◽  
Alicia Teichman ◽  
J. Mendels ◽  
Joseph N. DiGiacomo
Keyword(s):  
Life Events ◽  
Psychiatric Illness ◽  
Psychiatric Patients ◽  
Normal Population ◽  
Surgical Patients ◽  
Control Groups ◽  
Life Event ◽  
Event Histories ◽  
Precipitating Factor

SummaryFifty-six psychiatric patients were interviewed to obtain a record of life events preceding admission to hospital, using a modified version of the Schedule of Recent Experiences. Two control groups were studied for comparison: medical and surgical in-patients and a ‘normal’ population studied independently by Myers. Psychiatric patients reported a significantly larger number of events than the medical-surgical patients, who, in turn, reported significantly more events than the ‘normal’ population. There were no significant differences in the specific life event histories between groups.

Self-Worth Appraisal of Life Events and Beck’s Congruency Model of Depression Vulnerability

2006 ◽  
Vol 20 (2) ◽  
pp. 231-240 ◽  
Author(s):  
Paul A. Frewen ◽  
David J. A. Dozois
Keyword(s):  
Life Events ◽  
Undergraduate Students ◽  
Negative Life Events ◽  
Continuous Model ◽  
Future Research ◽  
Life Event ◽  
Depression Vulnerability ◽  
The Social ◽  
Assessment And Treatment ◽  
Self Worth

Congruency theory predicts that sociotropic and autonomous individuals may experience negative life events differently, focusing primarily on the social and achievement themes of events, respectively. The present study investigated this hypothesis in 175 undergraduate students, who completed measures of sociotropy and autonomy, depressive symptoms, and life event self-worth impact appraisals. Both negative interpersonal and personal failure-related events were related to participants’ senses of self-worth in the social and achievement domains, supporting a continuous model of life event classification. Sociotropy and specific autonomy subfactors showed differential associations with self-worth impact ratings. Recommendations for future research, psychological assessment, and treatment of depressive responses to negative life events in sociotropic and autonomous individuals are discussed.

Avoidance in Anxiety and Depression: Adaptation of the Cognitive-Behavioral Avoidance Scale in a Spanish Sample

2017 ◽  
Vol 20 ◽  
Author(s):  
Santiago Barajas ◽  
Luis Garra ◽  
Laura Ros
Keyword(s):  
Undergraduate Students ◽  
Experiential Avoidance ◽  
Cognitive Behavioral ◽  
Effect Sizes ◽  
Anxiety And Depression ◽  
Control Groups ◽  
Future Studies ◽  
Behavioral Avoidance ◽  
Confirmatory Factor ◽  
And Control

AbstractThis study examines how cognitive, behavioral and experiential avoidance differs between clinical patients (N = 100), the general population (N = 100), and undergraduate students (N = 54). For this purpose, a Spanish adaptation of the Cognitive-Behavioral Avoidance Scale (CBAS; Ottenbreit & Dobson, 2004) was made. Confirmatory factor analysis supports the four factors structure similar to the original one, yet question the value of three of the items (CFI = .929, RMSEA = .057, SRMR = .051, χ2(333) = 603.28, p < .001, χ2/df = 1.81). Effect sizes calculated using Cohen’s ƒ2 were between 0.30 and 2.57 in all cases, and only one item showed value < 0.35. The internal consistency for the total scale was .95, and adequate alpha values for the four subscales were found (α between .74 and .93). Statistical differences were found between the clinical and non-clinical groups, and also between the clinical and undergraduate groups (GLM, p < .001). The validity was verified using correlations with AAQ-II, MAAS, BDI-II and BAI. There is a correlation between cognitive-behavioral avoidance and experiential avoidance in both the clinical and control groups (rho = .382, rho = .361, p < .01). Patients with higher levels of cognitive-behavioral avoidance have higher levels of depression (rho = .36, p < .01). A score of 53 is suggested as the optimum cut-off point, because at this point, sensitivity and specificity are both 86%. The results suggest that cognitive-behavioral avoidance represents a significant factor in psychopathology. Recommendations for future studies are discussed.

Response Format and Coding Procedures in Research on Time Perspective: A Methodological Commentary

1980 ◽  
Vol 51 (1) ◽  
pp. 39-48 ◽  
Author(s):  
William Rakowski ◽  
Clifton E. Barber ◽  
Wayne C. Seelbach
Keyword(s):  
Life Events ◽  
Undergraduate Students ◽  
Time Perspective ◽  
Response Format ◽  
Life Event ◽  
Event Occurrence

The dimension of time perspective for extension of personal future was examined as it may be affected by response format and coding procedures. A total of 75 undergraduate students responded to a questionnaire containing one of three formats for reporting anticipated future life-events, varying in the structure imposed on responding. Temporal estimates of life-event occurrence were coded using two procedures, each of which permitted a near and a far value. Analyses suggest that the greatest degree of caution should occur in considering the representativeness of far estimates of extension provided under an open-event format. While coding procedures each produced a significant near/far difference, cross-procedure comparisons were not as impressive, despite also being significant. Questions can therefore be raised regarding techniques for obtaining time perspective data and preparing them for analysis.

Do you believe in magical thinking? Examining magical thinking as a mediator between obsessive-compulsive belief domains and symptoms

2020 ◽  
Vol 48 (4) ◽  
pp. 454-462
Author(s):  
Robert E. Fite ◽  
Sarah L. Adut ◽  
Joshua C. Magee
Keyword(s):  
Undergraduate Students ◽  
Indirect Effect ◽  
Clinical Samples ◽  
Magical Thinking ◽  
Obsessive Beliefs ◽  
Obsessive Compulsive ◽  
Research Attention ◽  
Inflated Responsibility ◽  
And Control ◽  
Control Of Thoughts

AbstractBackground:Despite substantial research attention on obsessive beliefs, more research is needed to understand how these beliefs serve as aetiological or maintaining factors for obsessive-compulsive (OC) symptoms. Magical thinking may allow individuals to gain a sense of control when experiencing intrusive thoughts and corresponding obsessive beliefs, potentially accounting for why OC belief domains are often related to OC symptoms.Aims:This study examines magical thinking as a mediating variable in the relationship between OC belief domains and symptoms.Method:Undergraduate students (n = 284) reported their obsessive beliefs, magical thinking, and OC symptoms.Results:As expected, there were significant indirect effects for the belief domain of inflated responsibility and over-estimation of threat on OC symptoms via magical thinking. There was also an indirect effect for the belief domain of importance and control of thoughts on OC symptoms via magical thinking. Unexpectedly, there was no indirect effect involving the belief domain of perfectionism and intolerance of uncertainty.Conclusions:Magical thinking may be one mechanism through which certain OC beliefs lead to OC symptoms. It may be that magical thinking serves as a coping mechanism in response to elevated beliefs. Future studies should extend these findings across time and clinical samples.

scholarly journals Using Portfolio as an Alternative Assessment Tool to Enhance Thai EFL Students’ Writing skill

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Rusma Kalra ◽  
Chutamas Sundrarajun ◽  
Hathaichanok Komintarachat
Keyword(s):  
Undergraduate Students ◽  
Alternative Assessment ◽  
Assessment Tool ◽  
Portfolio Assessment ◽  
T Test ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Writing Skill ◽  
And Control

This present study investigates the effects of portfolios on the development of English as a foreign language ( EFL) learners’ writing skills. For the purpose of this study 56 senior Thai undergraduate students majoring in Business English at an International University in Thailand were selected and divided into experimental and control groups. Each group, consists of 26 students, both of them were given pretest to ensure the same proficiency level. Throughout the eight weeks in which the experiment was carried, the experimental group was taught through portfolio assessment technique and the control group was taught using the conventional method. Besides, an independent sample t-test was carried out to see the significant differences between the two groups. In order to see the differences within each group, a paired sample t-test was applied. The statistical results showed that there was a significant difference between the experimental and control groups which signifies that those receiving the treatment, in this case, the portfolio based assessment, outperformed their control group counterpart in the area of writing skill.

Mental illness, neuroticism and life events in a Dutch village sample: a follow-up

1978 ◽  
Vol 8 (2) ◽  
pp. 235-243 ◽  
Author(s):  
R. Giel ◽  
G. H. M. M. Ten Horn ◽  
J. Ormel ◽  
W. J. Schudel ◽  
D. Wiersma
Keyword(s):  
Mental Illness ◽  
Life Events ◽  
Life Experience ◽  
Control Group ◽  
Life Event ◽  
Self Reporting Questionnaire ◽  
Psychiatric Problems

SYNOPSISIn a 5-year follow-up of 32 patients identified during a survey of a Dutch village in 1969, approximately two-thirds were found to have recovered. This result was reflected in the scores on a self-reporting questionnaire. A control group showed little change over those years. The persistence of psychiatric problems was related to life experience, as measured by a life-event interview.

scholarly journals HISTOPATHOLOGICAL AND HISTOMORPHOMETRIC STUDIES ON THE EFFECTS OF OLANZAPINE ON KIDNEY: AN EXPERIMENTAL STUDY IN ALBINO RATS

2019 ◽  
Vol 27 (1) ◽  
Author(s):  
Waqar Akram ◽  
Nafis Ahmad Faruqi
Keyword(s):  
Experimental Study ◽  
Atypical Antipsychotic ◽  
Indirect Effect ◽  
Kidney Tissue ◽  
Antipsychotic Agent ◽  
Albino Rats ◽  
Control Groups ◽  
Mechanism Of Toxicity ◽  
And Control ◽  
Bowman's Capsule

Introduction: Olanzapine, a widely used atypical antipsychotic agent is known to cause nephrotoxic effects after prolonged use. Aim of the study was to find out detailed histopathological and histomorphometric information which might throw light on the mechanism of toxicity of olanzapine. Material & Methods: Twelve albino rats were divided into equal number of experimental and control groups i.e. 6 each. Experimental rats received olanzapine, 4mg/kg, intraperitoneally for 6 weeks. Kidney tissue was processed for H/E stain. Observation & Results: Extensive degenerative changes with generalized edema was observed as histopathological findings. Histomorphometry showed shrinkage of Bowman’s capsule and glomeruli. Conclusion: Degeneration of kidney due to prolonged use of olanzapine is confirmed which might be due to direct effect on the organ or indirect effect due to toxicities on other organs.

scholarly journals ESP Courses and Identity Formation: The Case of Introvert Students

2020 ◽  
Vol 3 (1) ◽  
pp. p29
Author(s):  
Mojgan Rashtchi ◽  
Reza Porkar
Keyword(s):  
Identity Formation ◽  
Undergraduate Students ◽  
Vital Role ◽  
Myers Briggs Type Indicator ◽  
Control Groups ◽  
Paired Samples ◽  
Professional Success ◽  
Type Indicator ◽  
Interactive Classroom ◽  
And Control

Identity formation is one of the main concerns of today’s education and can have a vital role in ESP learners’ future professional success. This study investigated whether the employment of interactive practices in ESP courses had any impact on the identity formation of introvert students. Initially, 200 undergraduate students majoring in Computer Sciences, Accounting, and Physical Education answered the introversion/extraversion section of the Myers-Briggs Type Indicator (MBTI) and Cheek and Briggs’ Aspects of Identity Questionnaire (AIQ-IV). Based on their performance on MBTI, 90 learners with the extravert, introvert, and non-discriminating personality traits were selected from six classes and formed the three Extravert, Introvert, and Control (n1=n2=n3=30) groups. The students had taken a Specialized English course in the second semester of their BA program. The classes lasted 14 sessions. During the treatment, the researchers employed different activities for teaching ESP. After the instruction, the participants took the AIQ-IV. The results of ANCOVA indicated that the Introvert group gained significantly higher scores on the identity questionnaire than the Extravert and Control groups. The results of paired samples t-tests showed that while introverts had improved considerably in all components of the identity questionnaire, the Extravert and Control groups did not show any changes. The findings indicated that in interactive classroom environments, introvert learners had more inclination than the extravert and mixed introvert and extravert learners toward a shift in identity. The study has implications for ESP teachers, practitioners, and educators.

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