AI Article Synopsis
- A randomized controlled trial tested two expressive writing methods in 258 seventh graders from high-violence urban neighborhoods.
- Students were divided into three groups: a control group writing about nonemotional topics, a group using a standard expressive writing method, and another with an enhanced protocol focusing on violence experiences.
- Results showed that after 2 months, those in the standard writing group reported lower aggression and emotional instability compared to controls, with greater benefits for students exposed to more community violence.
Article Abstract
This school-based randomized controlled trial tested the efficacy of 2 expressive writing interventions among youth living in high-violence urban neighborhoods. Seventeen classrooms (n = 258 seventh graders; 55% female; 91% African American/Black) from 3 public schools were randomized to 3 conditions in which they wrote 8 times about a nonemotional topic (control condition) or about experiencing and witnessing violence following either a standard or an enhanced expressive writing protocol. Outcomes were assessed 1 month prior and 2 and 6 months postintervention and included teacher-rated emotional lability and aggressive behavior and child-rated physical aggression. Intent-to-treat, mixed-model analyses controlled for preintervention measures of outcomes, sex, race, and family structure. At 2 months postintervention, relative to controls, students in the standard expressive writing condition had lower levels of teacher-rated aggression and lability (d = -.48). The beneficial effects of the writing interventions on aggression and lability were stronger at higher levels of community violence exposure.
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| http://dx.doi.org/10.1080/15374416.2011.597092 | DOI Listing |
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