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Sponsored by: |
University of Toronto |
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Information provided by: | University of Toronto |
ClinicalTrials.gov Identifier: | NCT00831727 |
The purpose of the present study is twofold. First, we will attempt to examine the role that emotion regulation and self-presentation play as potential moderators in the expressive writing paradigm. We hypothesize that expressive writing participants who demonstrate greater abilities to regulate their emotions at baseline will improve more on our outcome measures. We also hypothesize that those expressive writing participants who demonstrate higher levels of self-presentation at baseline will improve less on our outcome measures.
The second aim of the study has two related objectives. First, we will attempt to investigate whether the expressive writing intervention can increase and enhance an individual's emotion regulation abilities. Related to this, we will then go on to examine whether emotion regulation can be looked at as a potential mechanism of action in the expressive writing procedure. Related to these two objectives, we hypothesize that in comparison to the control group, participants in the expressive writing condition will show increases in their ability to regulate their emotions from baseline to four week follow up. Moreover, we predict that greater gains in emotion regulation abilities for the expressive writing participants will be significantly related to greater gains in outcome measures.
Condition | Intervention |
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Posttraumatic Stress Disorders |
Behavioral: Expressive Writing Behavioral: Control |
Study Type: | Interventional |
Study Design: | Treatment, Randomized, Single Blind (Subject), Parallel Assignment, Efficacy Study |
Official Title: | Examining Potential Moderators and Mediators in the Expressive Writing Intervention: The Role of Affect Regulation and Self-Presentation. |
Estimated Enrollment: | 90 |
Study Start Date: | February 2009 |
Estimated Study Completion Date: | August 2009 |
Estimated Primary Completion Date: | August 2009 (Final data collection date for primary outcome measure) |
Arms | Assigned Interventions |
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Expressive Writing: Experimental |
Behavioral: Expressive Writing
Participants will write about their experienced trauma for 20 minutes on each of three consecutive days using techniques associated with expressive writing
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Control: Placebo Comparator |
Behavioral: Control
Participants will write as factually as possible about an assigned trivial topic for 20 minutes on each of three consecutive days
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Ages Eligible for Study: | 18 Years to 65 Years |
Genders Eligible for Study: | Both |
Accepts Healthy Volunteers: | No |
Inclusion Criteria:
Exclusion Criteria:
Contact: Justin M Mattina, M.A. | 9057460430 | jmattina@oise.utoronto.ca |
Contact: Jonathan J Danson, B.A. | 4167319699 | jdanson@oise.utoronto.ca |
Canada, Ontario | |
Ontario Institute for Studies in Education of the University of Toronto | |
Toronto, Ontario, Canada, M5S 1V6 |
Study Director: | Jeanne C Watson, Ph.D. | University of Toronto |
Principal Investigator: | Justin M Mattina, M.A. | University of Toronto |
Principal Investigator: | Jonathan J Danson, B.A. | University of Toronto |
Responsible Party: | University of Toronto ( Justin M. Mattina ) |
Study ID Numbers: | 23614, SSHRC 767-2007-2210-4 |
Study First Received: | January 28, 2009 |
Last Updated: | January 28, 2009 |
ClinicalTrials.gov Identifier: | NCT00831727 History of Changes |
Health Authority: | Canada: Ethics Review Committee |
expressive writing trauma intervention posttraumatic stress |
Anxiety Disorders Mental Disorders Wounds and Injuries |
Stress Disorders, Post-Traumatic Stress Stress Disorders, Traumatic |
Anxiety Disorders Mental Disorders Stress Disorders, Post-Traumatic Stress Disorders, Traumatic |