Emotional expression and psychological symptoms: A comparison of writing and drawing

Chan, Kin-Ming; Horneffer, Karen J.

doi:10.1016/j.aip.2005.06.001

Cited by 15 publications

(8 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although the research examining the effectiveness of group therapy in the meaning-making process of bereaved individuals is limited, coping-focused group therapy has been found to be effective in decreasing depression and grief (Smith, Tarakeshwar, Hansen, Kochman, & Sikkema, 2009). There is also evidence that therapeutic writing can foster personal growth following a difficult life experience (Ullrich & Lutgendorf, 2002); it has been found to be associated with a decrease in psychological symptoms compared to other forms of nonverbal emotional expression methods (i.e., drawing), especially when clients experience high levels of initial distress (Chan & Horneffer, 2006).…”

Section: Discussionmentioning

confidence: 99%

Finding Positive Meaning After Loss: The Mediating Role of Reflection for Bereaved Individuals

Boyraz

Horne

Sayger

2010

Journal of Loss and Trauma

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Finding Positive Meaning After Loss: The Mediating Role of Reflection for Bereaved Individuals

Boyraz

Horne

Sayger

2010

Journal of Loss and Trauma

View full text Add to dashboard Cite

“…In addition, when compared to other creative forms of therapy, such as drawing, writing was found to encourage a greater decrease in psychological symptoms, especially for individuals who had higher baseline levels of psychological distress (Chan & Horneffer, 2006). The combination of these results seems to suggest that writing in general is beneficial to clients regardless of the theory behind its use.…”

Section: The Benefits Of Writingmentioning

confidence: 95%

Integrating writing into psychotherapy practice: A matrix of change processes and structural dimensions.

Kerner

Fitzpatrick²

2007

Psychotherapy: Theory, Research, Practice, Training

View full text Add to dashboard Cite

Research on therapeutic writing indicates that it can offer a range of physical and psychological benefits. There is no consensus, however, concerning how writing achieves these benefits. To address this question, the authors propose a matrix framework with emotional-cognitive change processes (what can be activated) along its horizontal dimension and abstract-concrete structure (how the processes are activated) along its vertical dimension. On the horizontal dimension, writing can encourage clients who are distant from their emotional world to approach or to modulate emotional intensity, and to create meaning and coherence. Along the vertical dimension, these processes can be activated through tasks that vary in structure, including programmed writing, diaries, journaling, autobiography, storytelling, and poetry. Finally, the authors consider constraints on writing that apply to particular client groups. The matrix framework is meant to encourage clinicians to use therapeutic writing and to assist researchers in framing questions to advance our knowledge of writing as a therapeutic practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

show abstract

“…The focus of journaling can be open-ended or centered on particular issues, goals, or new strategies for dealing with problem situations. Journaling is not meant to be part of a grade; instead it is a resource tool for students with EBD to continue to express themselves in a private and comfortable way (Chan & Horneffer, 2006).…”

Section: Journal With Studentsmentioning

confidence: 99%

Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders

Mihalas

Morse

Allsopp

et al. 2008

Remedial and Special Education

View full text Add to dashboard Cite

Educating secondary students with emotional and behavioral disorders (EBD) is often an overwhelming task that places high demands on teachers. Existing research on effective social-emotional/behavioral and academic interventions for students with EBD is limited but expanding. Unfortunately, school and life outcomes for these students are dismal compared to other students. Certainly, there is much to learn about achieving positive outcomes for students with EBD. This article examines the potential role that caring teacher—student relationships have in achieving better outcomes for students with EBD within their current educational contexts. A rationale for why developing caring teacher—student relationships is important to improved outcomes for students with EBD is presented based on the current literature on caring teacher—student relationships. Potential barriers are delineated, followed by a summary of practices that serve as starting points for developing caring relationships between teachers and students with EBD. Last, research implications are suggested.

show abstract

Emotional expression and psychological symptoms: A comparison of writing and drawing

Cited by 15 publications

References 24 publications

Finding Positive Meaning After Loss: The Mediating Role of Reflection for Bereaved Individuals

Finding Positive Meaning After Loss: The Mediating Role of Reflection for Bereaved Individuals

Integrating writing into psychotherapy practice: A matrix of change processes and structural dimensions.

Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders

Contact Info

Product

Resources

About