The Role of Affect Regulation and Self-presentation in the Expressive Writing Intervention
Examining Potential Moderators and Mediators in the Expressive Writing Intervention: The Role of Affect Regulation and Self-presentation.
The purpose of the present study is twofold. First, we will attempt to examine the role that emotion regulation and self-presentation play as potential moderators in the expressive writing paradigm. We hypothesize that expressive writing participants who demonstrate greater abilities to regulate their emotions at baseline will improve more on our outcome measures. We also hypothesize that those expressive writing participants who demonstrate higher levels of self-presentation at baseline will improve less on our outcome measures.
The second aim of the study has two related objectives. First, we will attempt to investigate whether the expressive writing intervention can increase and enhance an individual's emotion regulation abilities. Related to this, we will then go on to examine whether emotion regulation can be looked at as a potential mechanism of action in the expressive writing procedure. Related to these two objectives, we hypothesize that in comparison to the control group, participants in the expressive writing condition will show increases in their ability to regulate their emotions from baseline to four week follow up. Moreover, we predict that greater gains in emotion regulation abilities for the expressive writing participants will be significantly related to greater gains in outcome measures.
調査の概要
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
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Ontario
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Toronto、Ontario、カナダ、M5S 1V6
- Ontario Institute for Studies in Education of the University of Toronto
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参加基準
適格基準
就学可能な年齢
健康ボランティアの受け入れ
受講資格のある性別
説明
Inclusion Criteria:
- Fluent in English
- Previously experienced trauma (not current or ongoing; excluding bereavement)
- Currently experiencing trauma-related distress
Exclusion Criteria:
- Currently involved in psychotherapy
- Currently taking psychotropic medications
- Imminent threat to self or others
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：処理
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：独身
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
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プラセボコンパレーター：コントロール
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Participants will write as factually as possible about an assigned trivial topic for 20 minutes on each of three consecutive days
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実験的：Expressive Writing
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Participants will write about their experienced trauma for 20 minutes on each of three consecutive days using techniques associated with expressive writing
他の名前：
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
時間枠 |
|---|---|
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Posttraumatic Stress Diagnostic Scale
時間枠：Initial session; One month follow-up
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Initial session; One month follow-up
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二次結果の測定
結果測定 |
時間枠 |
|---|---|
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Difficulties in Emotion Regulation Scale
時間枠：Initial session; One month follow-up
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Initial session; One month follow-up
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Pennebaker Inventory of Limbic Languidness
時間枠：Initial session; One month follow-up
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Initial session; One month follow-up
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Beck Depression Inventory, Second Edition
時間枠：Initial session; One month follow-up
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Initial session; One month follow-up
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協力者と研究者
スポンサー
捜査官
- スタディディレクター：Jeanne C Watson, Ph.D.、University of Toronto
- 主任研究者：Justin M Mattina, M.A.、University of Toronto
- 主任研究者：Jonathan J Danson, B.A.、University of Toronto
研究記録日
主要日程の研究
研究開始
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (見積もり)
学習記録の更新
投稿された最後の更新 (見積もり)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
追加の関連 MeSH 用語
その他の研究ID番号
- 23614
- SSHRC 767-2007-2210-4
この情報は、Web サイト clinicaltrials.gov から変更なしで直接取得したものです。研究の詳細を変更、削除、または更新するリクエストがある場合は、register@clinicaltrials.gov。 までご連絡ください。 clinicaltrials.gov に変更が加えられるとすぐに、ウェブサイトでも自動的に更新されます。