@article{ref1,
title="A school-based expressive writing intervention for at-risk urban adolescents' aggressive behavior and emotional lability",
journal="Journal of clinical child and adolescent psychology",
year="2011",
author="Kliewer, Wendy and Lepore, Stephen J. and Farrell, Albert D. and Allison, Kevin W. and Meyer, Aleta L. and Sullivan, Terri N. and Greene, Anne Y.",
volume="40",
number="5",
pages="693-705",
abstract="This school-based randomized controlled trial tested the efficacy of 2 expressive writing interventions among youth living in high-violence urban neighborhoods. Seventeen classrooms (n?=?258 seventh graders; 55% female; 91% African American/Black) from 3 public schools were randomized to 3 conditions in which they wrote 8 times about a nonemotional topic (control condition) or about experiencing and witnessing violence following either a standard or an enhanced expressive writing protocol. Outcomes were assessed 1 month prior and 2 and 6 months postintervention and included teacher-rated emotional lability and aggressive behavior and child-rated physical aggression. Intent-to-treat, mixed-model analyses controlled for preintervention measures of outcomes, sex, race, and family structure. At 2 months postintervention, relative to controls, students in the standard expressive writing condition had lower levels of teacher-rated aggression and lability (d?=??.48). The beneficial effects of the writing interventions on aggression and lability were stronger at higher levels of community violence exposure.<p /> <p>Language: en</p>",
language="en",
issn="1537-4416",
doi="10.1080/15374416.2011.597092",
url="http://dx.doi.org/10.1080/15374416.2011.597092"
}