TY  - JOUR
PY  - 2011//
TI  - A school-based expressive writing intervention for at-risk urban adolescents' aggressive behavior and emotional lability
JO  - Journal of clinical child and adolescent psychology
A1  - Kliewer, Wendy
A1  - Lepore, Stephen J.
A1  - Farrell, Albert D.
A1  - Allison, Kevin W.
A1  - Meyer, Aleta L.
A1  - Sullivan, Terri N.
A1  - Greene, Anne Y.
SP  - 693
EP  - 705
VL  - 40
IS  - 5
N2  - 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>
LA  - en
SN  - 1537-4416
UR  - http://dx.doi.org/10.1080/15374416.2011.597092
ID  - ref1
ER  -