A Study of Effects of Expressive Writing on College Students Experiencing Psychological Difficulties

NCT ID: NCT07188519

Last Updated: 2025-09-23

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 4 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2023-11-02
• Study Completion Date: 2024-08-31

Brief Summary

This study aims to improve college students' mental health through expressive writing. Over the next eight weeks, I would like you to write about some of the experiences that have had the greatest impact on your life. These may be positive or negative, and may relate to the present, past, or future. As you write, you may describe the event from both positive and negative perspectives. We encourage you to genuinely explore your deepest emotions and thoughts. Whatever you choose to write about, the crucial point is that you truly delve into your innermost feelings and reflections. You may relate your experiences to anyone in your life, including your parents, friends, and relatives. We hope you will endeavour to write about significant experiences you have never discussed in detail with others. During your writing, do not concern yourself with linguistic expression. We wish for you to convey your deepest emotions and thoughts as fully as possible. The content of your writing will not influence our perception of you; it is held in absolute confidence and security. The sole rule for this writing session is that once you begin writing, you must continue until the time concludes (each session is timed for 20-25 minutes). After the writing period ends, you may choose whether to submit your written text.

Conditions

Negative Emotions; Self Cognition

Study Design

• Allocation Method: NA
• Intervention Model: SINGLE_GROUP
• Primary Study Purpose: OTHER
• Blinding Strategy: NONE

Study Groups

case study

The intervention with EW on participants followed the design of Pennebaker and Beall (1986) with adjusted writing tasks based on Tolcher et al. (2024). Lasting for 40 days, it included four rounds of writing with a detached vantage point-one month, three months, and six months after the intervention Each of the four rounds consisted of three consecutive days of writing followed by a gap week. On each day, they were asked to write continuously for 20-25 minutes about her life experiences that had a significant impact on her, either positively or negatively. After writing on the third day of each round, they responded to the BDI-II and answered interview questions about their emotional state and self-cognition.

Group Type: OTHER

expressive writing

Intervention Type: OTHER

Each of the four rounds consisted of three consecutive days of writing followed by a gap week.

Interventions

expressive writing

Each of the four rounds consisted of three consecutive days of writing followed by a gap week.

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

1. A score indicating mild or higher depressive symptoms on the Beck Depression Inventory (BDI);

2. Age ranging from 18 to 29 years old;

3. Educational background of undergraduate degree or above; -

Exclusion Criteria

1. Participants with no depressive symptoms

2. Participants with writing difficulties, dysgraphia, or dyslexia

3. Participants with severe physical illnesses or without civil capacity -

• Minimum Eligible Age: 18 Years
• Maximum Eligible Age: 24 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: No

Sponsors

Shandong University

OTHER

Sponsor Role: lead

Responsible Party

Siwei Zhu

Dr

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Shandong University

Jinan, Shandong, China

Countries

China

Other Identifiers

ECSBMSSDU2023-1-85

Identifier Type: -

Identifier Source: org_study_id