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At least 613 records · Page 34Linked to original sources

PubMed2006

Writing about the benefits of an interpersonal transgression facilitates forgiveness.

The authors examined the effects of writing about the benefits of an interpersonal transgression on forgiveness. Participants (N = 304) were randomly assigned to one of three 20-min writing tasks in which they wrote about either (a) traumatic features of the most recent interpersonal transgression they had suffered, (b) personal benefits resulting from the transgression, or (c) a control topic that was unrelated to the transgression. Participants in the benefit-finding condition became more forgiving toward their transgressors than did those in the other 2 conditions, who did not differ from each other. In part, the benefit-finding condition appeared to facilitate forgiveness by encouraging participants to engage in cognitive processing as they wrote their essays. Results suggest that benefit finding may be a unique and useful addition to efforts to help people forgive interpersonal transgressions through structured interventions. The Transgression-Related Interpersonal Motivations Inventory--18-Item Version (TRIM-18) is appended.

Adolescent↗

PubMed2006

The costs and benefits of writing, talking, and thinking about life's triumphs and defeats.

Three studies considered the consequences of writing, talking, and thinking about significant events. In Studies 1 and 2, students wrote, talked into a tape recorder, or thought privately about their worst (N = 96) or happiest experience (N = 111) for 15 min each during 3 consecutive days. In Study 3 (N = 112), students wrote or thought about their happiest day; half systematically analyzed, and half repetitively replayed this day. Well-being and health measures were administered before each study's manipulation and 4 weeks after. As predicted, in Study 1, participants who processed a negative experience through writing or talking reported improved life satisfaction and enhanced mental and physical health relative to those who thought about it. The reverse effect for life satisfaction was observed in Study 2, which focused on positive experiences. Study 3 examined possible mechanisms underlying these effects. Students who wrote about their happiest moments--especially when analyzing them--experienced reduced well-being and physical health relative to those who replayed these moments. Results are discussed in light of current understanding of the effects of processing life events.

Adaptation, Psychological↗

PubMed2026

Healing from within: A randomized controlled trial of a novel expressive writing intervention among trans and gender expansive adults.

Transgender and gender expansive (TGE) populations in the United States experience high rates of mental health disparities. High rates of depressive and anxiety symptoms have been linked to a host of stigma-related stressors and exacerbated by decreased access to competent and affirming formalized health care supports, particularly in the face of legislation aiming to curb access. As a result, intervention strategies that can be made widely available, accessed at no cost, and address these stressors to improve mental health and well-being are needed. This study presents findings from a self-administered online mental health intervention, titled Reflections to (re)Claim an Affirmed Identity to Improve Mental Health (RECLAIM), which used an expressive writing approach to address internalized anti-TGE stigma to reduce depressive and anxiety symptoms and improve perceived community connectedness. In this randomized controlled trial, 115 TGE community adults were assigned to one of three study conditions: two RECLAIM interventions and one expressive writing active control group. Analysis of between-group effects found that all three groups experienced similar levels of improvement in mental health over time, while within-group effects of time by condition demonstrated some notable differences in the overall trajectory of treatment or control effects. Overall, results of this randomized controlled trial provide preliminary empirical support for the efficacy of RECLAIM in reducing depressive and anxiety symptoms and internalized anti-TGE stigma and improving community connectedness. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Humans↗

PubMed2004

Research in primary dental care. Part 7: writing up your research.

Writing up your research for publication is an important part of the research process, since it is through publication in all its forms that the wider community becomes aware of your contribution to knowledge. How the research is written up will depend to a large degree on your target audience; in this final paper we discuss writing up your research for members of your practice, funders of your research, and for publication in academic journals.

Dental Care↗

PubMed1998

Preserving writing in doctoral education: exploring the concernful practices of schooling learning teaching.

Many contemporary scholars have challenged the current culture of graduate education and have suggested a need to reform nursing scholarship. The purpose of this study was to describe and analyse the common practices and shared lived experiences of nurses who are students or teachers in doctoral education. Participants recruited from across the United States included 15 nurses, five of whom were current faculty members in doctoral programmes in nursing and 10 who were currently enrolled as students in doctoral programmes. Data collected from extended, non-structured interviews were analysed hermeneutically using the interpretive phenomenology of Heidegger and Gadamer as the philosophical background. The results of this study reveal that the practices of scholarship, reading, writing, thinking and dialogue are inseparable and belong together. Analysing and describing how the practices of scholarship belong together will contribute to extending an understanding of how the practices of writing can be preserved in contemporary doctoral education. 'Preserving' refers to how teachers and students perpetuate and sustain these practices in ways that are meaningful and transformative and in ways that are oppressive. This study explores the experiences that are central to becoming a scholar and suggests how their meaningfulness can be sustained and extended into the next millennium.

Attitude of Health Personnel↗

PubMed2003

Experimental study design and grant writing in eight steps and 28 questions.

While writing a grant proposal may take a few days, the planning of the study takes much longer and requires thoughtful consideration. The use of a systematic and itemised approach can help in planning crucial details of a study. An eight-step, 28-question, iterative approach is proposed to help with the careful planning of experiments in order to maximise the researchers' chances of acceptance when submitting the study for funding and its results for publication. The steps include defining a relevant research question; selecting instrumentation, study design and statistics; determining sample size and sampling procedure; ensuring data quality throughout data collection and analysis; setting personnel and budget requirements, and writing a convincing grant proposal. Reviewers pay particular attention to the importance of the research topic and question, the presence of a clear problem statement and up to date review of the literature, the use of an optimal design and instrumentation, a sufficient and unbiased sample, and appropriate and well applied statistics. They also appreciate a clear and easy to follow proposal. The research question is the keystone of the entire enterprise, followed by the selection of an optimal study design and the control of possible confounding variables. No study is perfect. The researchers must constantly weigh advantages and disadvantages and select the most scientifically sound and feasible alternatives. While the steps and questions presented are best applied to experimental studies, the principles are also applicable to a wide range of questions and observational, evaluative and qualitative designs.

Guidelines as Topic↗

PubMed1999

Influence of learning to read and write on the morphology of the corpus callosum.

Variations in the individual anatomy of the corpus callosum have been reported in several conditions. There seem to be genetic influencing factors, but it is impossible to rule out some environmental ones. This study focuses on the question of the environmental factors, using formal learning to read and write as the main difference in the groups to be compared. Based on magnetic resonance imaging sagital images, the contour of the corpus callosum (CC) of 41 carefully selected women (18 illiterate and 23 literate) was digitized. The comparison between the two groups showed a small difference in the region of the CC where parietal fibres are thought to cross. This region is thinner in illiterate subjects. As illiteracy in this group is the result of social constraints, and the two groups that were compared are well matched for other cultural and pragmatic aspects than literacy, the results are interpreted as showing the possible influence of formal learning to read and write, on the biological development of the brain.

Aged↗

PubMed1999

Bioethics as several kinds of writing.

Three different models are described of the relationship of bioethics to the press. The first two are familiar: bioethicists often are interviewed by journalists seeking background and short quotes to insert in a story; alternately, bioethicists sometimes themselves act as journalists of a sort, writing op-eds, articles or even longer works designed for wide readership. These models share the notion that bioethicists can provide information and ideas that increase the quality of people's thinking on moral matters. They share also a common difficulty: do the constraints the media impose on bioethical discourse keep bioethicists from deepening public reflection, and if not, how can those constraints be most effectively kept from distorting what bioethicists wish to say? The third model reverses--in part--the presupposition that bioethics bestows moral sophistication on a public naive about ethical issues, holding rather that matters run both ways; bioethicists stand to learn a great deal from their interactions with various publics and the media that serve them. On this view, the constraints imposed by media conventions constitute opportunities for new and potentially important forms of bioethical writing. Various concerns generated by the first two models are surveyed. It is concluded that while none of the difficulties constitute knock-down arguments against these forms of collaborating with the press, the worries are problematic enough to provide some support for considering the less familiar third approach. Further reason for taking the third model seriously draws on moral theoretic considerations.

Bioethical Issues↗

PubMed1993

Therapeutic writing as a form of ego-state therapy.

In this paper I describe a special form of ego-state therapy that integrates writing letters to one's self as an internal therapeutic communication among various ego states previously not fully aware of each other or engaged in destructive power struggles. Expressing one's thoughts, feelings, and urges in writing transforms primary process activities of the self into secondary processes that are more mature and adaptive to healthy functioning in day-to-day living. This method also reinforces the idea of patient empowerment in the form of self-healing and utilizing internal resources in the process of recovery.

Adult↗

PubMed2005

Writing: the Quarterly as text.

The purpose of this essay is to examine how writing has shaped the nature of the Quarterly over 75 years. Here I explore how stylistic elements have changed over time, how form has interacted with function and content, and how well the resulting text has served the several communities within physical education. I make the following assertions. First, the writing style that has become the model for research reports is needlessly dense and daunting for readers. Second, the desire to maintain a journal that serves both as an interdisciplinary resource for a broad audience of physical educators and as an outlet for reports directed to limited audiences of technical specialists has prevented full performance of either function. Those concerns notwithstanding, I find good cause for celebration--as well as for guarded optimism about the future.

Authorship↗

PubMed1998

The illiterate brain. Learning to read and write during childhood influences the functional organization of the adult brain.

Learning a specific skill during childhood may partly determine the functional organization of the adult brain. This hypothesis led us to study oral language processing in illiterate subjects who, for social reasons, had never entered school and had no knowledge of reading or writing. In a brain activation study using PET and statistical parametric mapping, we compared word and pseudoword repetition in literate and illiterate subjects. Our study confirms behavioural evidence of different phonological processing in illiterate subjects. During repetition of real words, the two groups performed similarly and activated similar areas of the brain. In contrast, illiterate subjects had more difficulty repeating pseudowords correctly and did not activate the same neural structures as literates. These results are consistent with the hypothesis that learning the written form of language (orthography) interacts with the function of oral language. Our results indicate that learning to read and write during childhood influences the functional organization of the adult human brain.

Aged↗

PubMedDate not supplied

Do you want to be an author? Ten steps for successful writing.

At some point in our lives, we often envision ourselves in other roles. Being an author is usually a fleeting thought. Nurses have the opportunity to share their professional expertise, the latest research information, or stories of human kindness and compassion. You may often intend to write, but lose the motivation when you think that you are not really capable. Although you may never attain the level of Shakespeare, James Joyce, or Mark Twain, you can still have the satisfaction of seeing your article in print. All it takes is a little organization. This article provides an overview of 10 steps to help you get started with writing. These simple key points may not get you the Pulitzer prize, but they can get you started on a new hobby and facilitate important contributions to our nursing discipline through the written word.

Humans↗

PubMed1986

Guidelines for writing multiple-choice questions in radiology courses.

Objective evaluation of students frequently includes the utilization of multiple-choice test questions. Due to constraints on faculty time, however, the writing of these questions is usually completed quickly and somewhat haphazardly. The guidelines contained in this article were written to help radiologists produce better test questions for the purpose of improving the evaluation of clerkship students. The guidelines include choosing an item that is worth testing and has one definite answer, asking a single, clearly formulated question, avoiding true-false stems, being concise when writing the question, avoiding the use of negatives in the stem, avoiding using "all of the above" or "none of the above" as a response, avoiding subtle clues toward the keyed answer or away from the distractors, avoiding one-word definitions as responses, and placing the responses in logical or numerical order. A definition of terms used in the educational literature and a discussion of a quantitative evaluation of test questions are included.

Educational Measurement↗

PubMed2001

Using student writing assignments to assess critical thinking skills: a holistic approach.

This work offers an example of one school's holistic approach to the evaluation of critical thinking by using student writing assignments. Faculty developed tools to assess achievement of critical thinking competencies, such as analysis, synthesis, insight, reflection, open mindedness, and depth, breadth, and appropriateness of clinical interventions. Faculty created a model for the development of program-specific critical thinking competencies, selected appropriate writing assignments that demonstrate critical thinking, and implemented a holistic assessment plan for data collection and analysis. Holistic assessment involves the identification of shared values and practices, and the use of concepts and language important to nursing.

Clinical Competence↗

PubMed2002

Computerized content analysis of some adolescent writings of Napoleon Bonaparte: a test of the validity of the method.

The aim of this study was to test the validity of a computer software program previously demonstrated to be capable of making DSM-IV neuropsychiatric diagnoses from the content analysis of speech or verbal texts. In this report, the computer program was applied to three personal writings of Napoleon Bonaparte when he was 12 to 16 years of age. The accuracy of the neuropsychiatric evaluations derived from the computerized content analysis of these writings of Napoleon was independently corroborated by two biographers who have described pertinent details concerning his life situations, moods, and other emotional reactions during this adolescent period of his life. The relevance of this type of computer technology to psychohistorical research and clinical psychiatry is suggested.

Diagnosis, Computer-Assisted↗

PubMedDate not supplied

Discovery of meaning through imagined experience, writing, and evaluation.

Writing is frequently referred to as a skill. Its value, however, is most often judged by what it produces, when, ironically, studying the process of writing may be the best way to improve the product. This teaching plan asks students to develop a meaningful written product while focusing on context, content, and process evaluation. It also provides a learning experience that has the potential to enhance empathy and caring among nursing students.

Curriculum↗

PubMedDate not supplied

Implementation of writing-to-learn in a program of nursing.

Writing-to-learn (WTL) is a paradigm for coordinating the learning of content with the development of cognitive skills needed to contextualize knowledge. The authors describe the place of writing assignments in existing courses, give examples of how assignments were revised to satisfy the intent of WTL as an instructional strategy, and describe the resources and support needed to facilitate its implementation in the curriculum.

Curriculum↗

PubMedDate not supplied

Writing Across the Curriculum: using Healthy People 2010 and the DHHS Secretary's Award for Innovations in Health Promotion and Disease Prevention.

The authors detail a Writing Across the Curriculum (WAC) exercise that combines the Department of Health and Human Services' Secretary's Award for Innovations in Health Promotion and Disease Prevention (Secretary's Award) and the DHHS document Healthy People 2010. The authors discuss the writing competition as a way to encourage innovative problem solving and provide curricular instructions for using Healthy People 2010 and the Secretary's Award as a WAC exercise.

Education, Nursing↗