The Role of Affect Regulation and Self-presentation in the Expressive Writing Intervention

Study Overview
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Brief Summary
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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.

Official Title
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Examining Potential Moderators and Mediators in the Expressive Writing Intervention: The Role of Affect Regulation and Self-presentation.

Conditions
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Posttraumatic Stress Disorders

Intervention / Treatment
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* Behavioral: Expressive Writing
* Behavioral: Control


Participation Criteria
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Eligibility Criteria
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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

Ages Eligible for Study
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Minimum Age: 18 Years
Maximum Age: 65 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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No

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Treatment
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Expressive Writing<br> | Behavioral: Expressive Writing<br>* Participants will write about their experienced trauma for 20 minutes on each of three consecutive days using techniques associated with expressive writing<br>* Other names: Emotional writing;|
| Placebo Comparator: Control<br> | Behavioral: Control<br>* Participants will write as factually as possible about an assigned trivial topic for 20 minutes on each of three consecutive days<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Posttraumatic Stress Diagnostic Scale |  | Initial session; One month follow-up | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Difficulties in Emotion Regulation Scale |  | Initial session; One month follow-up | 
| Pennebaker Inventory of Limbic Languidness |  | Initial session; One month follow-up | 
| Beck Depression Inventory, Second Edition |  | Initial session; One month follow-up | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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expressive writing, trauma, intervention, posttraumatic stress