Sloan Denise M, Marx Brian P, Epstein Eva M, Lexington Jennifer M
Temple University, USA.
Behav Ther. 2007 Jun;38(2):155-68. doi: 10.1016/j.beth.2006.06.005. Epub 2007 Jan 18.
This study examined the effect of changing the instructional set for written disclosure on psychological and physical health reports among traumatized college students with current posttraumatic stress symptoms. Eighty-two participants were randomly assigned to one of three writing conditions that focused on emotional expression (EE), insight and cognitive assimilation, or to a control condition. Participants assigned to the EE condition reported significant improvements in psychological and physical health 1 month following the writing sessions relative to the other two conditions. The EE participants also reported and displayed significantly greater initial psychophysiological reactivity and subsequent habituation compared with the other two conditions. These findings suggest the importance of emphasizing emotional expression during written disclosure and underscore the importance of examining how modifying the written disclosure protocol can affect outcome.
本研究考察了改变书面披露的指导方式对有当前创伤后应激症状的受创伤大学生心理和身体健康报告的影响。82名参与者被随机分配到三种写作条件之一，这些条件分别侧重于情感表达（EE）、洞察和认知同化，或分配到一个对照条件。与其他两个条件相比，被分配到EE条件的参与者在写作课程后1个月报告心理和身体健康有显著改善。与其他两个条件相比，EE参与者还报告并表现出显著更高的初始心理生理反应性和随后的习惯化。这些发现表明了在书面披露过程中强调情感表达的重要性，并强调了研究修改书面披露方案如何影响结果的重要性。
