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Effect of guided, structured, writing program on self-harm ideations and emotion regulation
Takaki Fukumori1, Hiromi Kuroda, Masaya Ito
1Graduate School of Integrated Arts and Sciences, Tokushima University.
The Journal of Medical Investigation : JMI
|April 5, 2017
Summary
Structured writing improved emotion regulation short-term but did not significantly reduce self-harm ideations in Japanese university students. This intervention enhances awareness and reflection on emotions.
Area of Science:
- Psychology
- Mental Health Research
- Clinical Psychology
Background:
- Self-harm ideation and difficulties in emotion regulation are significant concerns among university students.
- Structured writing interventions offer a potential avenue for psychological support and skill development.
Purpose of the Study:
- To investigate the efficacy of a structured writing program in reducing self-harm ideations.
- To assess the impact of structured writing on enhancing emotion regulation skills.
Main Methods:
- A randomized controlled trial was conducted with Japanese university students (N=22).
- Participants were assigned to either a structured writing intervention group or an assessment-only control group.
- The intervention involved three days of structured writing, including psycho-education and self-reflection on emotions.
Main Results:
- Structured writing demonstrated a short-term positive effect on expectancies for self-regulation of negative moods.
- The intervention also showed a short-term increase in the acceptance of negative emotions.
- A limited effect was observed on reducing self-harm ideations.
Conclusions:
- Structured writing programs may be beneficial for enhancing emotional awareness, learning, and reflection.
- Preliminary evidence suggests utility in improving emotion regulation capacities.
- Further research is needed to explore its impact on self-harm ideations.