Date of Award
5-2011
Document Type
Thesis
Degree Name
Master of Arts (MA)
College/School
College of Humanities and Social Sciences
Department/Program
Psychology
Thesis Sponsor/Dissertation Chair/Project Chair
Kenneth Sumner
Committee Member
Jennifer Bragger
Committee Member
Silvia C. Pastor
Abstract
The following thesis project outlines the possible benefits of the use of different types of writing interventions on workplace variables. The objective of this research project was to find supporting evidence to the idea that writing interventions such as traditional multisession writing activities, and one-time expressive letter writing, can help individuals enhance their perceived well-being, decrease their perceived levels of stress, and improve their job satisfaction. Sixty three participants from an undergraduate student population at a local state university, including 55 females and with an average age of 23 years, were asked to either write three consecutive times about a negative workplace experience involving incivilities, hostility, or work aggression, or to write a letter directed to the person, event, or organization that may have caused the hostility or aggression experienced at work. Results did not support the relationship between workplace variables and expressive writing interventions. Nonetheless, there is an extensive amount of research indicating that expressive writing interventions can help individuals’ relieve their feelings of frustration and improve their overall well-being.
File Format
Recommended Citation
Sadovnik, Amparo, "Evaluating the Benefits of Expressive Writing Interventions on Workplace Variables : Job Satisfaction, Stress, and Perceived Well-Being" (2011). Theses, Dissertations and Culminating Projects. 969.
https://digitalcommons.montclair.edu/etd/969