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.
研究概览
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
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Ontario
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Toronto、Ontario、加拿大、M5S 1V6
- Ontario Institute for Studies in Education of the University of Toronto
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参与标准
资格标准
适合学习的年龄
接受健康志愿者
有资格学习的性别
描述
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
学习计划
研究是如何设计的?
设计细节
- 主要用途:治疗
- 分配:随机化
- 介入模型:并行分配
- 屏蔽:单身的
武器和干预
参与者组/臂 |
干预/治疗 |
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安慰剂比较:控制
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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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实验性的: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
其他名称:
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研究衡量的是什么?
主要结果指标
结果测量 |
大体时间 |
---|---|
Posttraumatic Stress Diagnostic Scale
大体时间:Initial session; One month follow-up
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Initial session; One month follow-up
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次要结果测量
结果测量 |
大体时间 |
---|---|
Difficulties in Emotion Regulation Scale
大体时间: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
大体时间: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
大体时间:Initial session; One month follow-up
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Initial session; One month follow-up
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合作者和调查者
调查人员
- 研究主任:Jeanne C Watson, Ph.D.、University of Toronto
- 首席研究员:Justin M Mattina, M.A.、University of Toronto
- 首席研究员:Jonathan J Danson, B.A.、University of Toronto
研究记录日期
研究主要日期
学习开始
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (估计)
研究记录更新
最后更新发布 (估计)
上次提交的符合 QC 标准的更新
最后验证
更多信息
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