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Related Experiment Video

Updated: Feb 13, 2026

Handwriting Analysis Indicates Spontaneous Dyskinesias in Neuroleptic Naïve Adolescents at High Risk for Psychosis

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Published on: November 21, 2013

Taking a step back: Self-distancing dynamics in adolescent writing about peer problems.

Davide Margola¹, Gabriele Travagin¹, John Lawrence Dennis²

¹Faculty of Psychology, Catholic University of Milan, Italy.

Journal of Adolescence

|March 9, 2018

Summary

This summary is machine-generated.

Cognitively oriented expressive writing (CEW) helps adolescents cope with stress by fostering self-distancing and meaning-making, especially for those with high peer problems. This approach is more beneficial than traditional expressive writing (EW).

Keywords:

Expressive writing Group-based trajectory modeling Peer problems Self-distancing

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Area of Science:

Psychology
Developmental Psychology
Adolescent Psychology

Background:

Adolescents often face stressful peer-related experiences.
Effective coping mechanisms are crucial for adolescent well-being.
Expressive writing (EW) is a potential tool for processing negative experiences.

Purpose of the Study:

To investigate if retelling unpleasant experiences aids adolescent coping.
To examine the role of psychological self-distancing in writing interventions.
To compare the effectiveness of traditional EW and cognitively oriented expressive writing (CEW).

Main Methods:

Longitudinal study of 78 Italian adolescents (mean age 12.9).
Analysis of 292 written essays from four data collection points.
Group-based trajectory modeling to assess self-distancing extent and variability in EW and CEW interventions.
Consideration of baseline peer problem levels (low and high).

Main Results:

Cognitively oriented expressive writing (CEW) fosters meaning-making through self-distancing.
CEW is more beneficial than traditional EW for adolescents with high baseline peer problems.
The extent and variability of self-distancing were analyzed across interventions and peer problem conditions.

Conclusions:

Cognitively oriented expressive writing (CEW) offers a more effective strategy for meaning-making and coping in adolescents facing significant peer challenges.
Psychological self-distancing is a key mechanism through which writing interventions facilitate emotional processing.
Tailoring writing interventions based on individual adolescent needs, such as peer problem severity, can enhance therapeutic outcomes.