Cognitive-behavioural emotion writing tasks: A controlled trial of multiple processes

Guastella, Adam J.; Dadds, Mark R.

doi:10.1016/j.jbtep.2007.11.008

Cited by 26 publications

(21 citation statements)

References 22 publications

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“…Importantly, there was no attempt to demonstrate long-term health changes in accordance with these emotion processes or psychopathology. This is an area for future research (Guastella & Dadds, 2005). Secondly, this study employed a student, nonclinical population.…”

Section: Discussionmentioning

confidence: 99%

Cognitive-Behavioral Models of Emotional Writing: A Validation Study

Guastella

Dadds

2006

Cogn Ther Res

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Previous research suggests that the Pennebaker writing paradigm may improve physical and psychological health; however, inconsistent findings suggest that it may not be suitable for community dissemination in its current format. This study manipulated writing instructions across groups in order to emphasise putative emotional processes. Three processes were isolated consistent with cognitive-behavioral models of trauma: exposure, devaluation, and benefit-finding. Essay content reports, text analysis, distress, arousal, and physiological data demonstrated that participants assigned to different writing instructions responded during and after the writing session in a manner that was consistent with the putative emotion process. The results highlight the potential for the writing paradigm as a research tool for emotional processing.

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Section: Discussionmentioning

confidence: 99%

Cognitive-Behavioral Models of Emotional Writing: A Validation Study

Guastella

Dadds

2006

Cogn Ther Res

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“…Typical approaches include keeping daily food and mood logs or journals. In some cases, the goals of the logs are to highlight particularly positive states ("benefit finding") to enhance success with new, adaptive behaviors [11]. One particularly relevant process has been called "real-time self-monitoring" around eating, related behaviors, and feelings [12].…”

Section: Supporting Behavior Changementioning

confidence: 99%

Food and Mood: Just-in-Time Support for Emotional Eating

Carroll

Czerwinski

Roseway

et al. 2013

2013 Humaine Association Conference on Affective Computing and Intelligent Interaction

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Abstract-Behavior modification in health is difficult, as habitual behaviors are extremely well-learned, by definition. This research is focused on building a persuasive system for behavior modification around emotional eating. In this paper, we make strides towards building a just-in-time support system for emotional eating in three user studies. The first two studies involved participants using a custom mobile phone application for tracking emotions, food, and receiving interventions. We found lots of individual differences in emotional eating behaviors and that most participants wanted personalized interventions, rather than a pre-determined intervention. Finally, we also designed a novel, wearable sensor system for detecting emotions using a machine learning approach. This system consisted of physiological sensors which were placed into women's brassieres. We tested the sensing system and found positive results for emotion detection in this mobile, wearable system.

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“…The hypothesis that altering the writing instructions may influence the content of the writing, and thus the outcomes has been tested in research with adults (e.g., Sloan, Marx, & Epstein, ; Sloan, Marx, Epstein, & Lexington, ). A few studies (e.g., Guastella & Dadds, , ) have examined the impact of manipulating the writing instructions to activate independent cognitive‐behavioral processes according to emotion‐processing models, such as exposure (Foa & Kozak, ), devaluation and reappraisal (Davey, ), and positive growth (Davis, Nolen Hoeksema, & Larson, ; Tedeschi, Park, & Calhoun, ). These studies examined causal links between hypothesized cognitive‐behavioral processes and specific expected outcomes.…”

Section: The Effects Of Writing In Adolescencementioning

confidence: 99%

“…These studies examined causal links between hypothesized cognitive‐behavioral processes and specific expected outcomes. For example, King and Miner () demonstrated that focusing the writing on finding benefits in stressful situations was a particularly effective way to engage positive growth (see also Guastella & Dadds, ).…”

Section: The Effects Of Writing In Adolescencementioning

confidence: 99%

Effects of Benefit‐Focused Versus Standard Expressive Writing on Adolescents' Self‐Concept During the High School Transition

Facchin

Margola

Molgora

et al. 2013

J of Research on Adolesc

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This randomized trial compared two types of expressive writing-benefit-focused versus standard expressive writingwith a factual writing (control) condition in enhancing adolescents' self-concept during the transition to high school.First-year male students (N = 201) wrote on three consecutive days about either the potential benefits of the school transition, their deepest thoughts and feelings about this transition, or their school activities. The benefit-focused group had better short-term academic self-concept relative to the other two conditions, especially among students who had low academic self-concept at baseline, but these changes were not lasting. Writing about the benefits of the transition may be a cost-effective school-based intervention to strengthen academic self-concept, but may need augmentation with booster sessions or interpersonal discussion.Requests for reprints should be sent to Federica Facchin,

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Cognitive-behavioural emotion writing tasks: A controlled trial of multiple processes

Cited by 26 publications

References 22 publications

Cognitive-Behavioral Models of Emotional Writing: A Validation Study

Cognitive-Behavioral Models of Emotional Writing: A Validation Study

Food and Mood: Just-in-Time Support for Emotional Eating

Effects of Benefit‐Focused Versus Standard Expressive Writing on Adolescents' Self‐Concept During the High School Transition

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