Self-expressive writing as a therapeutic intervention for veterans and family members

Nevinski, Rebecca Lynn

doi:10.1080/08893675.2013.849044

Cited by 8 publications

(4 citation statements)

References 5 publications

(5 reference statements)

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“…Consistent with previous work with civilian samples (Lannin et al, 2017), our research demonstrated that including a self-affirmation intervention prior to a psychoeducational intervention can improve intentions to seek counseling. Theoretically, the self-affirmation intervention bolstered student veterans’ self-worth, therefore protecting them from threats to their self-concept that can result from interacting with materials about counseling services (Nevinski, 2013). As such, it is possible that student veterans who completed the self-affirmation intervention were able to acknowledge the personal utility of counseling enough to endorse increased help-seeking intentions.…”

Section: Discussionmentioning

confidence: 99%

Self-affirming values to increase student veterans’ intentions to seek counseling.

Seidman¹,

Wade²,

Lannin³

et al. 2018

Journal of Counseling Psychology

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Student veterans experiencing mental health concerns could benefit from seeking counseling (Rudd, Goulding, & Bryan, 2011), though they often avoid these services. Self-affirmation interventions have been developed to increase openness to health-related behaviors (Sherman & Cohen, 2006), and may also help promote psychological help-seeking intentions. This study explored whether a self-affirmation intervention increased intentions to seek counseling in a sample of 74 student veterans who had not previously sought counseling services. Participants completed pretest (Time 1) measures of distress and help seeking (i.e., self-stigma, attitudes, and intentions to seek counseling). A week later (Time 2), participants completed one of two conditions: (1) a self-affirmation intervention before viewing a psychoeducational video and brochure or (2) only the psychoeducational video and brochure before completing the same help-seeking measures as Time 1. A week after the intervention (Time 3), participants again completed the help-seeking measures. A focused longitudinal mediation model was conducted, examining the effect of the self-affirmation experimental condition on help-seeking intentions. Compared with those in the psychoeducation-only group, student veterans who completed the self-affirmation intervention reported increased intentions to seek counseling both immediately postintervention (Time 2) and a week later (Time 3). (PsycINFO Database Record (c) 2018 APA, all rights reserved).

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Section: Discussionmentioning

confidence: 99%

Self-affirming values to increase student veterans’ intentions to seek counseling.

Seidman¹,

Wade²,

Lannin³

et al. 2018

Journal of Counseling Psychology

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show abstract

“…The expressive nature of narratives and poetry can allow women student veterans in college and university writing groups to be invested in the writing process and reap the benefits of sharing the emotions affiliated with their experiences in a safe and supportive peer environment. Nevinski (2013) discovered that veterans producing and sharing expressive writing in a writing group promoted better understanding between peers. Moreover, Sayer et al (2015) (1995) identified as the reflectiveness of feminist critical theory in individuals acting as change agents.…”

Section: Suggested Practicementioning

confidence: 99%

Discussion and Implications for Practice: Women Student Veterans and their Sense of Identity, Belonging, and Voice in Writing Courses and through Writing Assignments

Broding¹

2020

WIJAR

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Given the lack of published research on women student veterans as a group separate from men student veterans and the unique needs of women student veterans, individual attention needs to be paid to women student veterans. This qualitative study used feminist critical theory to examine the experiences of women student veterans during their transition process from the military to higher education regarding identity, belonging, and voice in connection with writing courses and writing assignments. Real-time in-depth narrative interviews were conducted with seven current or former women student veterans located across the United States. Analysis of the interviews revealed superordinate themes. These three superordinate themes were 1) military influence: lifestyle transition, identity, and writing; 2) peer connections in writing courses; and 3) writing instructor influence. The findings informed by the superordinate themes included women student veterans sometimes have difficulty transitioning from military writing to academic writing, women student veterans need peer connections in the writing classroom, and writing instructors hold much influence over belonging and voice for women student veterans. These findings led to three recommendations for future practice. The first recommendation was that writing workshops focusing on the differences between military writing and academic writing should be held for women student veterans by individual colleges and universities. The second recommendation was colleges and universities can establish and maintain writing groups for women student veterans in which they write and share narratives and poetry reflective of their military and other life experiences. The third recommendation was writing instructors should be trained on providing women student veterans with individualized attention and supportive feedback. Keywords: women student veterans, writing courses, identity, belonging, voice

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Section: Women Student Veteran Writing Groupsmentioning

confidence: 99%

“…The second recommendation is related to how women student veterans can best find a sense of identity, belonging, and voice through expressive writing in higher education. The literature identified the benefits of expressive writing in narrative and poetry form for veterans (Nevinski, 2013;Sayer et al, 2015;Deschpande, 2010), allowing researchers to explore different environments, such as the writing classroom and women student veteran writing groups, in which expressive writing can be produced by women student veterans. The third recommendation is focused on how writing instructors can best be trained through professional development to support women student veterans as individuals create a strong sense of belonging and a safe space for voice in the writing classroom.…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

Understanding the experiences of women student veterans during their transition process from the military into higher education : identity, belonging, and voice in writing courses and writing assignments in other disciplines

Broding¹

View full text Add to dashboard Cite

Given the lack of published research on women student veterans as a group separate from men student veterans and the unique needs of women student veterans, individual attention needs to be paid to women student veterans. This qualitative study used feminist critical theory to examine the experiences of women student veterans, during their transition process from the military to higher education, regarding identity, belonging, and voice in connection with writing courses and writing assignments. Real-time in-depth interviews were conducted with seven women student veterans, either current or former, located across the country. Narrative inquiry, alongside In vivo and process coding, was used to analyze the interviews and reveal superordinate themes. These three superordinate themes are 1) Military Influence: Lifestyle Transition, Identity, and Writing; 2) Peer Connections in Writing Courses; and 3) Writing Instructor Influence. The findings informed by the superordinate themes include that women student veterans sometimes have difficulty transitioning from military writing to academic writing in higher education. Women student veterans also need peer connections in the writing classroom. Additionally, writing instructors hold much influence over belonging and voice for women student veterans. These findings led to three recommendations for future practice. The first recommendation is that writing workshops focusing on the differences between military writing and academic writing should be held for women student veterans by individual colleges and universities. The second recommendation is that colleges and universities can establish and maintain writing groups for women student veterans, in which they write and share narratives and poetry reflective of their military and other life experiences. The third recommendation is

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Self-expressive writing as a therapeutic intervention for veterans and family members

Cited by 8 publications

References 5 publications

Self-affirming values to increase student veterans’ intentions to seek counseling.

Self-affirming values to increase student veterans’ intentions to seek counseling.

Discussion and Implications for Practice: Women Student Veterans and their Sense of Identity, Belonging, and Voice in Writing Courses and through Writing Assignments

Understanding the experiences of women student veterans during their transition process from the military into higher education : identity, belonging, and voice in writing courses and writing assignments in other disciplines

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