A school-based expressive writing intervention for at-risk urban adolescents' aggressive behavior and emotional lability.
A school-based expressive writing intervention for at-risk urban adolescents' aggressive behavior and emotional lability.
复制标题
针对高危城市青少年的攻击行为和情绪不稳定的学校表达性写作干预。
DOI：
10.1080/15374416.2011.597092
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Greene,AnneY
中科院分区：
文献类型：
--
作者：
Kliewer,Wendy;Lepore,StephenJ;Farrell,AlbertD;Allison,KevinW;Meyer,AletaL;Sullivan,TerriN;Greene,AnneY
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.
