Testing Theory-Based Expressive Writing Interventions to Reduce Disordered Eating Behaviors and Cognitions.

Area of Science:

• Psychology
• Behavioral Science
• Public Health

Background:

• Disordered eating behaviors and cognitions are prevalent, especially in college-age women.
• These issues can lead to severe health problems similar to diagnosed eating disorders.
• Peer influence and media exposure are significant factors in disordered eating.

Purpose of the Study:

• To evaluate the effectiveness of eight expressive writing interventions for disordered eating.
• To explore interventions based on cognitive behavioral therapy, peer/media risk reduction, and cognitive dissonance theory.
• To assess emotional responses and intervention evaluations related to disordered eating.

Main Methods:

• An experiment tested eight distinct expressive writing interventions.
• Participants' emotions, intervention evaluations, and re-evaluation of disordered eating were measured.
• Interventions were informed by established prevention program theories.

Main Results:

• 62.90% of participants reported observing disordered eating in peers.
• Sadness was the most common emotional response post-intervention.
• Cognitive behavioral therapy-based interventions yielded the highest engagement and re-evaluation of disordered eating.

Conclusions:

• Expressive writing interventions can effectively elicit emotions and promote re-evaluation of disordered eating.
• Cognitive behavioral therapy principles appear particularly beneficial in these interventions.
• Further research into expressive writing for disordered eating prevention is warranted.