A Study of Effects of Expressive Writing on College Students Experiencing Psychological Difficulties

Shandong University

Status: Completed

Conditions: Self Cognition; Negative Emotions

Treatments: Other: expressive writing

Study type: Interventional

Funder types: Other

Identifiers

NCT07188519

ECSBMSSDU2023-1-85

Details and patient eligibility

About

This study aims to improve college students' mental health through expressive writing. Over the next eight weeks, I would like you to write about some of the experiences that have had the greatest impact on your life. These may be positive or negative, and may relate to the present, past, or future. As you write, you may describe the event from both positive and negative perspectives. We encourage you to genuinely explore your deepest emotions and thoughts. Whatever you choose to write about, the crucial point is that you truly delve into your innermost feelings and reflections. You may relate your experiences to anyone in your life, including your parents, friends, and relatives. We hope you will endeavour to write about significant experiences you have never discussed in detail with others. During your writing, do not concern yourself with linguistic expression. We wish for you to convey your deepest emotions and thoughts as fully as possible. The content of your writing will not influence our perception of you; it is held in absolute confidence and security. The sole rule for this writing session is that once you begin writing, you must continue until the time concludes (each session is timed for 20-25 minutes). After the writing period ends, you may choose whether to submit your written text.

Enrollment: 4 patients

Sex: All

Ages: 18 to 24 years old

Volunteers: No Healthy Volunteers

Inclusion criteria

1. A score indicating mild or higher depressive symptoms on the Beck Depression Inventory (BDI);
2. Age ranging from 18 to 29 years old;
3. Educational background of undergraduate degree or above; -

Exclusion criteria

1. Participants with no depressive symptoms
2. Participants with writing difficulties, dysgraphia, or dyslexia
3. Participants with severe physical illnesses or without civil capacity -

Trial design

Primary purpose: Other

Allocation: N/A

Interventional model: Single Group Assignment

Masking: None (Open label)

---

4 participants in 1 patient group

case study

Other group

Description:

The intervention with EW on participants followed the design of Pennebaker and Beall (1986) with adjusted writing tasks based on Tolcher et al. (2024). Lasting for 40 days, it included four rounds of writing with a detached vantage point-one month, three months, and six months after the intervention Each of the four rounds consisted of three consecutive days of writing followed by a gap week. On each day, they were asked to write continuously for 20-25 minutes about her life experiences that had a significant impact on her, either positively or negatively. After writing on the third day of each round, they responded to the BDI-II and answered interview questions about their emotional state and self-cognition.

Treatment:

Other: expressive writing