Write and Let Go: An Online Writing Program for University Students.

Area of Science:

• Psychology
• Mental Health Interventions
• Digital Health

Background:

• Limited research exists on combining expressive and positive writing interventions.
• The role of ambivalence toward change in writing-based interventions is under-explored.
• Ambivalence toward change, a common obstacle in psychotherapy, is linked to successful outcomes upon resolution.

Purpose of the Study:

• To test the efficacy of a combined expressive and positive writing intervention delivered online.
• To improve university students' mental health.
• To explore ambivalence toward change as a potential mediator of intervention effects.

Main Methods:

• 172 university students were randomly assigned to an experimental or control group.
• The experimental group completed four daily writing tasks focused on a current problem.
• Assessments included measures of anxiety, depression, rumination, ambivalence toward change, distress, and wellbeing at baseline, posttest, and follow-up.

Main Results:

• The experimental group showed significant reductions in ambivalence toward change and rumination compared to the control group, with effects sustained at follow-up.
• Within the experimental group, ambivalence toward change, rumination, and distress decreased significantly throughout the intervention.
• Exploratory analysis indicated that reduced ambivalence toward change partially mediated improvements in rumination and distress.

Conclusions:

• A combined expressive and positive writing intervention can effectively reduce ambivalence toward change and rumination.
• Addressing ambivalence toward change early in the intervention may facilitate subsequent reductions in rumination and distress.
• Further research is needed to replicate findings and identify specific intervention components.