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                            Library & Multimedia
 A School-Based Expressive Writing Intervention for At-Risk Urban Adolescents' Aggressive Behavior and Emotional Lability
NCJ Number
              306381
Journal

*Journal of Clinical Child and Adolescent Psychology* Volume: 40 Issue: 5 Dated: 2011 Pages: 693-705
Author(s)
          Wendy Kliewer;
                        Stephen J. Lepore;
                        Albert D. Farrell;
                        Kevin W. Allison;
                        Aleta L. Meyer;
                        Terri N. Sullivan;
                        Anne. Y. Green
Date Published

2011
Length
              13 pages
Annotation
              This school-based randomized controlled trial tested the efficacy of 2 expressive writing interventions among youth living in high-violence urban neighborhoods.
Abstract
              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. (Published abstract provided)
      
  
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  Publication Type
        Program/Project Evaluation
                                Publication
    
  
  
Date Published: January 1, 2011
    
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