Friday, May 22, 2020

Why Do We Need To Support Veterans - Free Essay Example

Sample details Pages: 8 Words: 2375 Downloads: 3 Date added: 2019/04/15 Category Society Essay Level High school Tags: Veterans Essay Did you like this example? The Veteran population is seen experiences a wide range of issues after coming out of the military. Some issues Veterans faces are coping with post-traumatic stress disorder, disability, homelessness, unemployment, addiction, and suicide (Schlenger et al., 2002). A traumatic event causes physical, emotional, and psychological harm (Schlenger et al., 2002). Rothbaum, Rizzo, and Difede (2010) state that Posttraumatic stress disorder (PTSD) is a chronic, debilitating, psychological condition that occurs in a subset of individuals who experience or witness life-threatening traumatic events. People in the military are among the most at-risk populations for exposure to traumatic events resulting in having posttraumatic stress disorder after serving the military (PTSD; Prigerson, Maciejewski, Rosenheck, 2001; Schlenger et al., 2002). Post-Traumatic Stress Disorder is classified as an anxiety disorder related to a threating event (Ehlers and Clark, 1999, p. 320). Don’t waste time! Our writers will create an original "Why Do We Need To Support Veterans?" essay for you Create order Research has stated that there are more veterans with high levels of PTSD and unrelated mental symptoms after serving in Iraq and Afghanistan (Hoge, Auchterlonie, Milliken, 2006; Hoge et al., 2004). It is essential to identify the issue and work with effective treatments to assist the military population. The issues veterans face is complicated and requires support from the government, community and Veteran Affairs (VA). Leaving a type of situation to be left untreated it may cause serious mental problems down the line that may be harder to resolve. Some of these veterans have been exposed to unmoral situations that need significant attention, resources, and skills in transitioning back to their normal life. It is a significant transition. After the military, it is essential to engage with the VA to get the resources and support necessary. Those impacted by these issues cross all socioeconomic boundaries, cultures, and ages edit this . People from all over the U.S. primarily people age 18 and up to join the military. It started off as a human-made job, but after time many more women entered the army. However men take up more of the veteran population. These negative impacts pushed the VA to provide individual counseling, pieces of training and programs to assist all types of trauma experienced. It is an overwhelming experience that requires amounts of exposure, support, and talk therapy. This type of injury on this population has caused a significant strain on the systems in place and for these systems to change direction. There are about 21.8 million veterans in the United States (VA.gov, 2017). About 578,500 veterans experience homelessness on any given night due to experiencing trauma (HFAL.org., 2016). The rate of Veterans who are unemployed is higher than the national average in many states (Military Times, 2017). Between July 1, 2014, and June 30, 2015, a total of 738,212 of these Veterans accessed the VA health care, with a considerable increase 78% throughout 2001-2016 (VA.gov, 2018). Therefore it has shown the prevalence of veteran issues requiring a change in the resources and programs available to help assist these veterans with the appropriate therapeutic intervention. This paper will help address the problems the veterans have faced, and the technique used by the mental health department by utilizing the evidenced-based practice of Cognitive Processing Therapy (CPT). CPT has shown to be more active on individual setting compared to group settings. CPT is also another form in replacement of medication that has been shown to be effective. Veterans require a long-term treatment when dealing with the exposure of challenging situations such as war. The focus should be on helping the veterans since they work their best at protecting our country. If left untreated there would be countless veterans suffering to get back to work and family. It may also cause innumerable amounts of money to keep these veterans off the streets, jail, and addiction due to the direction they would take if they did not have the appropriate resources when coping with a trauma. Section Two Evidence-based interventions (EBI) are treatments which have been proved to be effective in accessing the situation, changing the behavior and thought processing (Curley Vitale, 2016). These interventions are tested to be valid and reliable through observational studies and clinical trials. CPT is a type an EBI, which focuses on trauma-focused evidence-based intervention utilized for all kinds of populations who have experienced various forms of trauma such as the individuals that have been active in the military (Chard, et al., 2012). Originally, CPT was developed as a treatment for grouped psychotherapy. However many clinicians saw the more significant impact it made on their clients (Chard et al., 2012). CPT teaches how to evaluate and change the upsetting thoughts since the trauma, by changing the thoughts and perceptions on the way you feel and think. Injury can change the way you feel about yourself and the world (Epdf.tips, n.d.). CPT is a type of intervention that is used to in to recognize and challenge ones experience about the traumatic event they have experienced. CPT uses techniques to help the person in labeling events, accessing thoughts and emotions, while the clinician helps them identify the issue and question their thinking (Resick et al., 2017). In a study conducted by Resick, et al. (2017), a group of 8-10 military veterans participated in receiving CPT. The study compared the CPT skills applied in a group setting compared to an individual environment. The group met for ninety minutes, twice weekly, for six weeks, while the individuals met for ninety minutes, twice weekly, with a clinician. The results indicated that CPT was more active and showed improvement on those who were in treatment individually with a clinician compared to those who were in a group setting. At the beginning of the intervention, individuals are educated regarding the purpose of CPT treatment. It is essential to let the individual know how his type of therapy will help them for them to show commitment and involvement in the process. The individuals are asked to write down traumatic events they have seen, and the impact these events have caused. Being open and being an observer of this trauma can help them distinguish their perception and thoughts it h as made. This helps the individual in exploring their beliefs, opinions, behavior about the traumatic events, and how it has shifted their perception on their life (Chard et al., 2012). This type of trauma needs a step-by-step process. Being in a group setting may cause judgment, anxiety and not enough exposure to ones trauma when having others be involved compared to those who process this individually without the distractions of others. Other reasons group setting are not primarily as useful is because of the content exposed, not enough support, and if they miss a group, they may lose a big piece of processing. In an individual setting, participants received particular attention regarding multiple traumatic events they have experienced resulting in a more significant improvement (Resick et al., 2017). However, in the group setting CPT showed improvement after six months of individual treatment then the group setting could be introduced. It showed that after the person went through individual counseling, then they could go on to the step of group counseling. Once the person is at a better state, then they can be part of group therapy to process it by hearing other people struggle and practice different skills in groups to help assist these PTSD symptoms for long-term practice. Even though this is a general standard of months, every person processes this type of trauma differently and might vary. Monson et al. (2006) stated that CPT treatment for veterans with PTSD has shown to be effective in its ability to assist the individual in addressing violent acts they have committed, witnessed, or experienced (Monson et al., 2006). This type of treatment has also shown a considerable amount of improvement on disorders such as anxiety, depression, guilt, stress, and social adjustment that these personal military experience (Monson et al., 2006). The US Department of Veterans (USDVA) stated that CPT is the most successful treatment of counseling for the PTSD issues of veterans with a success rate of 75% (USDVA, 2015). It helps people turn the negative thoughts and memories into positive ones. The VA throughout the years has advocated in changing prior systems to increase the use of CPT to treat PTSD amongst people who serve in the military. Section Three Veterans benefit the most from CPT due to the harmful exposure of the military in their lives. Therefore, The VA has mandated people who have experienced this type of trauma be offered CPT, (Morland, Hynes, Mackintosh, Resick, and Chard, 2011, p.465). CPT has been shown to be the practice model in the International Society for Traumatic Stress Studies Practice Guideline, and the Veterans Health Administration Department of Defense Clinical Practice Guideline (Keane, Friedman, Cohen, 2008). The VA has practiced ensuring all Veterans have access to CPT at their local hospital or community clinic, (Chard, Schumm Owens, and Cottingham, 2010, p. 27). Applying this intervention to veterans requires step-by-step action. Starting with identifying the trauma and visualizing the effects it has made on the person. Shifting ones thought process such as violence, shame, and guilt to thought processes of acceptance, commitment and changing the way you think of these effects is a way to replace ne gative thoughts. After identifying these traumas then the shift of patterns can take effect. Being in a group setting could help veterans see they may have similar experiences and are not alone in their thought process. These veterans may have been in the same area when an event occurred, but they all process the trauma differently and experience it differently as well. Group CPT sessions can provide a safe and compassionate network for the member to handle the events and give them a sense of security, free from judgment and space to discuss their feelings. Writing down the feelings being experienced may be difficult, but it may also help when coping with painful emotions such as anger, sadness, and guilt. This type of process can help any areas this trauma has been affected by changing the sense of safety, trust, control, self-esteem, and intimacy. This type of intervention can be placed in any cCommunitysSchool ormental health facilities of people who have any PTSD. One drawback to CPT with veterans is the feeling and psychological pain it may cause by reliving their trauma. Bringing the wound to the surface may cause an uncomfortable feeling. This can create a difficult time and could develop new injuries to surface. This is to distinguish the trauma, see their coping mechanism and process their trauma by shifting their thought processes of the shock. Another drawback is some people in the military cannot open up to their locations; they cannot speak about individual events to not put others at risk. This surfaces the person not to want to open up because they are afraid they may be placed in jail. Some of these veterans it may take time for them to shift their perception. For some people, therapy and CBT might not be the best practice for them. They may need more than CPT. In this case, introducing medication in combination can help the veteran from any horrific flashbacks, nightmares, stress, or anxiety. CPT takes time and practice. These typ es of victims need much more attention than a just therapy itself. Medication is not the only route, but at times it has been shown effective for people who are reliving their trauma for them to not go on a downhill path. Many individuals and a specified group could benefit from practicing CPT. The shifting of perception, memories, and effects this trauma brings can help you organize your thought process once again to live a happier sustained life. It is possible through practice. The individual has to show commitment to change and be aware that it may feel uncomfortable. The surrounding basis is to take a memory that causes stress or trauma and work through it to get to the point that it does not create these issues any longer. CPT helps veterans and active military members, in assisting them to have a positive effect in dealing with the trauma they have suffered. References Chard, K. M., Ricksecker, E. G., Healy, E. T., Karlin, B. E., Resick, P. A., (2012). Dissemination and experience with cognitive processing therapy. Journal of Rehabilitation Research and Development, 49(5), 667-78. Retrieved from https://libproxy.usc.edu/login?url=https://search-proquest-com.libproxy2.usc.edu/docview/1034971962?accountid=14749 Chard, K.M., Schumm, J.A., Owens, G.P., Cottingham, S.M. (2010). A Comparison of OEF and OIF Veterans and Vietnam Veterans Receiving Cognitive Processing Therapy. Journal of Traumatic Stress, Vol 25, No. 1, p 25-32. Ehlers,A., Clark, D.M., (2000). A cognitive model of posttraumatic stress disorder. Behavior Research and Therapy, Vol 38, p. 391-345. Education-transition (2017). Retrieved from website https://www.militarytimes.com Housing First, Inc. (2016). Retrieved from site https://hfal.org HUD exchange annual report of estimates on the homeless (2015). Retrieved from site https://www.hudexchange.info/resources/documents/2015-AHAR-Part-1.pdf Monson, C. M., Schnurr, P. P., Resick, P. A., Friedman, M. J., Young-Xu, Y., Stevens, S. P. (2006). Cognitive processing therapy for veterans with military-related a post-traumatic stress disorder. Journal of Consulting and Clinical Psychology, 74(5), 898-907. https://dx.doi.org.libproxy1.usc.edu/10.1037/0022-006X.74.5.898 Morland, L.A., Hynes, A.K., Mackintosh, M., Resick, P.A., Chard, K.M., (2011). Group Cognitive Processing Therapy Delivered to Veterans via Telehealth: A Pilot Cohort. Journal of Traumatic Stress, Vol 24, No 4, p. 465-469. Pewresearch.org. The changing face of American veteran populations (2017). Retrieved from https://pewresearch.org/fact-tank/2017/11/10/the-changing-face-of-americans-veteran-population Resick, P. A., Wachen, J. S., Dondaville, K. A., Pruiksma, K. E., Yarvis, J. S., Peterson, A. L., Young-McCaughan, S. (2017). Effect of group vs. individual cognitive processing therapy in active-duty military seeking treatment for a post-traumatic stress disorder. JAMA Psychiatry, 74(1), 28. Doi: 10.1001/jamapsychiatry.2016.2729 Veterans populations statistics. (2017). Retrieved from website https://www.va.gov/vetdata/veteran_population.asp Curley, A.L. Vitale, P.A. (2016). Population-Based Nursing: Concepts and Competencies for Advanced Practice (2nd ed.). New York, NY.: Springer Publishing. Stoto, M. A. (2014). Population Health Measurement: applying performance measurement concepts in population health settings. EGEMs, 2(4). Gotter. A. (2016). Behavioral Therapy. Healthline. Retrieved March 12, 2017, from https://www.healthline.com/health/behavioral-therapy#Whobenefits2 Martin, B. (2016). In-Depth: Cognitive Behavioral Therapy. Psych Central. Retrieved on April 2, 2017, from https://psychcentral.com/lib/in-depth-cognitive-behavioral-therapy/ USDVA. (2015). Treatment of PTSD. Retrieved April 03, 2017, from https://www.ptsd.va.gov/public/PTSD-overview/basics/symptoms_of_ptsd.asp Myers, D. (2016). Psychology. Asheville, NC: Soomo Learning. Available from hLp:// www.webtexts.com

Thursday, May 7, 2020

Native Americans Civil Rights Struggle Essay - 877 Words

The Native Americans have come across long journey of difficult times since the occupation of their land by European settlers. There are still two sides of a coin- a world of civilization and a world of underdeveloped society in this one country- USA. The paradox is that the constitution which seems to be a model of democracy to many nations of the world lacks a lot for not acting accordingly. Those organized and unorganized struggles of Native Americans were challenged by the heavily armed white majority settlers. This history is among the worst American experience because of the massacre and the violation against human right. In order to be heard, they protest, occupy land, and write books. The Native Americans have raised several†¦show more content†¦The Alcatraz occupation lasted for nineteen months. The Alcatraz opposition was followed by another major event in the struggle of native America’s civil right at Wounded Knee south Dakota. In 1972, they requested the government for land ownerships, rights for their water and mineral recourses in their land, and for equality according to the constitution. This was followed by the huge damage of the Bureau of Indian Affairs-BIA. In 1973, the government came with denying the requests and then the leaders of American-Indian movement -AIM, promised to keep struggling (Kent 1769). The leaders of the AIM were Russel Means and Denis Banks. There were also some internal differences among the Indian-American tribes. For instance Oglala Sioux Tribe leaders were criticizing the oppositions. As a result, The AIM leaders were also critical to those tribes and to the tribal president Richard Wilson. They blamed Wilson for his mismanagement of his tribe’s fund. Wilson had responded with serious attack on his opponents and their familie s. Hence, the government supported Wilson and convinced as the leaders intended to size BIA on February 12, 19763 which was followed by 60 heavily armed marshals (Kent). As a result, on February 23, 250 people of Oglala tribe and AIM members agreed and broke on arm store to fight Wilson at Wounded Knee. The Alcatraz opposition and the Wounded Knee struggle were among the turning points of the AmericanShow MoreRelatedThe Civil Rights Movement : African Americans And Native Americans1086 Words   |  5 Pagesbuilt the foundation for civil rights, a movement in which minorities fought for equality. Groups that previously had been discriminated against began to defend themselves with greater strength and success. The civil rights movement inspired African Americans, Native Americans, women, queers, and Latinos to fight for equality. 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Wednesday, May 6, 2020

Affectability of positive and negative written personal accounts Free Essays

string(66) " from does not apply at all \(1\) to applies very strongly \(4\)\." Expressive writing paradigm, positive and negative affect, positive meaning finding finding and positive affect. An individual’s conduct of thoughts and feelings disclosure relating to aspects of their life is often utilized through expressive writing as a therapeutic strategy. This act is more formally recognized as the expressive writing paradigm (Nicholls, 2009), describing the health benefits of expressive writing production. We will write a custom essay sample on Affectability of positive and negative written personal accounts or any similar topic only for you Order Now Rebuttals against this theory include its lack of a clear definition in regard to the reasons it proves an effective therapy (Sloan Marx, 2004), though its effectiveness remains undisputed. Expressive writing in studies can include a variety of deferent topic suggestion in analysis of any emotion from traumatic events to Immense positive experiences. Emotional expression has been shown to effect general satisfaction positively or negatively dependent on the correlated emotion to the subject of concern. Further enhancing this suggestion Is the notion of strengthened self-efficacy through emotional expression (Kirk. Schuster, Hint, 201 1 Already, Implications of Its use In positive regard becomes more applicable In applying positivist more generally as a result of written divergence. Writing has proven a powerful tool across studies In both mental and physical responses. An experiment conducted on Swedish athletes found a positive correlation between the writing of positive self-talk and reaction times (?seedeater, Spender, S ¶Darlene, 2012). Another more extreme case of expressive writing incorporation was used in a 2012) This study focused on the positive outcomes of the experience and was found to exhibit positive effects on common survivor constraints as fatigue, intrusive thoughts, post-traumatic stress and so on. Yet another study of interest involves the SE of expressive writing, though not with an observer’s direction of positive or negative affect. This study simply engaged participants to write down their traumatic experience. Outcomes of which included decreased physician visits and use of aspirin over time (Baneberry Bell, Confronting a traumatic event: Toward an understanding, 1986). These studies lie among a multitude of others (Kelly, 2012) – all of which indicate a significant positive impact of expressive writing on general satisfaction (Baneberry Chunk, 2007). One argument against this expressive rating paradigm is that the use of written emotions is not necessarily the promoter of positive affect. Instead, the act of expressing emotions in any form will release tension of the event (Baneberry, 1997). Expressive writing may be said to provide means for structure and organization of an individual’s emotions in a way they may never have thought about, or never have wanted to think about (Baneberry, 1997). This written account allows for little emotional repression if the participant involves themselves entirely in the process. This leaves open the argument that different harpies may produce different results and with a society of subjectivity, this argument remain undisputed. Nonetheless, expressive writing cannot be undermined as a sound means for effective therapy. Interestingly, a study set forth to decipher whether written trauma showed increased positive affect than vocalism the trauma in a public setting (Fez, Valances, Gonzalez, 1999). The study found that a written account of the trauma proved more negatively provoking than revealing in a public setting. Although further research needs to take place on this issue, it is hypothesized that written trauma is too intense, flooding emotions that the participant found more anxiety provoking than in a setting amongst other trauma victims. Linked to the term, as mentioned, are a number of different theories. As is with the case with many psychological theories, a singular theory is not applicable. To some, this may prove reason to avoid its use (Kelly, 2012). It may also be argued, however, that subjectivity among individuals necessitates more than a singular theory. Of these theories is the concept that the act of interacting with an emotional vent in a more analytical sense may provide an outlet (Baneberry, 1997). It is thought that this outlet may reduce a traumatic influence of the event or enhance and remind of a pleasant memory. Furthermore, interacting with the event forces the individual to structure and organism an event in a way that they may have not previously thought about, or have wanted to think about. It is thought that this may bring clarity of the situation, release and perhaps even closure through self-efficacy. These theories are described as the immediate cognitive changes through the act of expressive writing. The more long term theories include the release of memories that may have had impact on the working mind. This theory suggests that as expressive writing is further indulged, immediate arousal of the memory diminishes (Baneberry, 1997). This becomes especially essential with traumatic events which tend to lose emotional arousal over a number of expressive writing sessions. With this act of release, a biological theory arises in that anxiety and other illnesses as a expression writing is that of a more social front. A study on holocaust victims valued that 70% of survivors had not shared information socially (Baneberry, 1997). After writing and talking about these experiences with researchers. Many were able to then share them with others, providing further therapy in a social context (Baneberry, 1997). Many studies are devoted to uncovering expression writing and the theory behind it. So too have studies encapsulated the long-term effects on well-being of its use as a therapy. Fewer studies examine expression writing in its immediate effects on an individual. This study focuses on the immediate effects of emotional writing on an individual’s affect. With previous studies in mind, it is hypothesized that a positive affect will be correlated with exposure to positive experience writing; whereas a negative affect will be correlated with exposure to negative experience writing. Method Participants Participants were 173 (129 females) undergraduate students from an Australian tertiary education institution. The mean age of the participants was 30. 19 years (SD ? 9. 17); male mean age was 28. 14 (SD = 7. 2), and female mean age was 30. 89 (SD = 9. 60). Materials. The Ego-Resiliency Scale (ERR-89; Block Kramer, 1996). This 14 item measure of trait saliency uses a 4-point Liker scale, ranging from does not apply at all (1) to applies very strongly (4). You read "Affectability of positive and negative written personal accounts" in category "Papers" The scale is reportedly highly reliable (a = . 76) with example items including: ‘l am more curious than most people’ and ‘l quickly get over and recover from being startled’. Resiliency was calculated by summing scores from all 14 items with higher scores indicating greater resiliency. The Depression, Anxiety, Stress Scale (DADS-21; Loving Loving, 1995). This 21 item measure of depression, anxiety and stress records responses on a 4-point Liker scale from never (1) to almost always (3). The DADS-21 is reportedly highly reliable (a = . 96). Example items include â€Å"l find it hard to unwind† and â€Å"l felt that I wasn’t worth much as a person†. The General Health Questionnaire (GHZ-12; Goldberg Williams, 1988). This 12-item measure of general mental and physical health utilizes a 4-point Liker scale from not at all (O) to quite a bit (3). The reported reliability of the GHZ-12 ranges from . 82 to . 86. Example items include whether participant have â€Å"lost much sleep over worry’ and â€Å"been unhappy and depressed†. Positive and Negative Affectively Scale (PANS; Watson, Clark, Telling, 1998). This 20-item scale was used to assess positive and negative ambient mood. Participants were asked to rate the extent to which they felt the emotions ‘right now’ on a 5-point Liker scale, ranging from very slightly or not at all (1) to extremely (5). Both the positive mood scale (a = 0. 90) and the negative mood scale (a = 0. 4) are considered highly reliable. Example positive mood descriptors included interested, excited, strong, proud and inspired. Example negative mood descriptors included distressed, upset, guilty, irritable and nervous. Positive affect is calculated by summing scores from all 10 positive items, with higher scores indicating greater positive affect. Positive meaning finding. A series of questions adapted from those reported by Tugged and Frederickson (2004) were administered in order to assess the degree to which participants found meaning in their described event. To prompt meaning finding, participants completed two open ended the significance of the event? Specific meaning finding questions included: ‘To what extent do you feel you might benefit from this situation in the long term? ; ‘How likely s it that there is something to learn from this experience? ; and ‘How easy is it to find meaning in the described event? Ratings for these questions were made on a seven- point scale, ranging from not at all (1) to extremely (7). Meaning finding was calculated by summing scores for these three questions. Linguistic Inquiry and Word Count 2007 (LAIC; Francis Baneberry, 1996). All written positive disclosure essays were converted into individual word documents and analyzed through the LAIC program. The LAIC program was used to yield descriptive data on the number of costive and negative emotion words, and insight words used in the written disclosure pieces. In addition it was used to generate percentages of insight words used in the extended response positive meaning finding questions. The LAIC program has been found to correlate with Judges’ ratings in the range of . 37 to . 81 (Francis Baneberry, 1996). Procedure Data were collected from participants in either face-to-face or online first-year classes. Upon commencing the class, participants were introduced to the session as one on emotions. Qualities was the software program used to host the online survey. Participants were asked to pay close attention to instructions provided during the testing session. The session commenced with the ERR-89, DADS-21, GHZ, all of which served as distraction questionnaires, and the PANS. Following completion of these, the experimenter informed participants that they would complete a 15 minute writing task and that it was important that they tried to type for the entire 15 minutes. Participants were randomly assigned to the positive, neutral, or negative written disclosure condition. Participants in the positive written disclosure condition achieved the following instructions: Write about the most intensely positive experience of your life. Write about the experience in as much detail as you can. Really get into it and freely express any and all emotions or thoughts that you have about the experience. As you write, do not worry about punctuation or grammar; Just really let go and write as much as you can about the experience. Participants in the negative written disclosure condition were instructed to do the following: For the next 1 5 minutes write about the most important personal problem you are currently acing in your life. Write about the experience in as much detail as you can. Really get into it and freely express any and all emotions or thoughts that you have about the experience. As you write, do not worry about punctuation or grammar; Just really let go and write as much as you can about the experience. Continue writing until you are instructed to stop by the researcher. Finally, those in the control condition were asked to write about the activities of their day thus far in the most structured and detailed format possible (for an example see Tugged Frederickson, 2004). The experimenter stopped participants at the end of the 1 5 minutes and directed them to continue with the rest of the experiment. The remainder of the test consisted of a post-test PANS, positive meaning finding and demographic questions. Once completed, participants were debriefed and provided with experimenter contact details should they require further information regarding the experiment. Results Prior to running the statistical analyses all data were screened for normality and positive written disclosure statements revealed participants chose to write about a wide variety of positive experiences. The five most common positive experiences included parenthood, establishing a significant relationship with a life partner, traveling overseas, career, and academic achievements. The five most common negative experiences included future career prospects, current employment, financial concerns, mental health, and relationship issues. Hypothesis 1 stated that writing about an intense positive experience will result in a greater increase in positive affect. To examine whether positive affect increased, change in positive affect scores were calculated by subtracting the pre-test from the cost-test positive PANS score. A one-way NOVA with three levels of the independent variable (positive, neutral, or negative written disclosure task) was performed to test the impact of the written tasks on change in positive affect. Results revealed that there was a significant difference between the neutral (M = -1. 12, SD = 5. 6), negative (M = -3. 81 , SD = 9. 54), and positive written disclosure conditions (M 3. 14, SD = 7. 34) for change in positive affect scores, F(2, 173) = 12. 14, p 0. 001. Post hoc analyses using Bonferroni adjustments revealed that the differences between he positive and negative, and the positive and neutral conditions were significant to the . 001 level for change in positive affect. This finding suggest s that participants in the positive written disclosure condition experienced a greater increase in positive affect following the task, compared to those in the neutral and negative conditions. Hypothesis 2 proposed that writing about an intense positive experience will result in greater meaning finding. A one-way NOVA was calculated to compare meaning finding scores between the three conditions following the written task. Results valued that there was a significant difference between the neutral (M = 14. 60, SD = 4. 20), negative (M = 15. 46, SD = 4. 35), and positive written disclosure conditions (M 19. 24, SD = 2. 65) for meaning finding scores, F(l, 189) = 24. 60, p 0. 001. Post hoc analyses using Bonfire adjustments revealed that the differences between the positive and negative, and the positive and neutral conditions were significant to the . 001 level. Participants who wrote about an intense positive life experience elicited greater positive meaning from the experience, compared to those who wrote about a active experience, or the days events. Discussion This data indicates that writing about positive and negative experiences increases and decreases affect accordingly, in conjunction with neutral conditions. The data also represents a greater meaning finder in participants engaged with positive written expression as opposed to negative and neutral conditions, with negative written expression producing the lower meaning finder of the two. With the hypothesis of the expressive writing paradigm in mind, it may be said that obtained results support this suggestion. In previous mention of the term, the expressive rating paradigm has been supported in many studies over long periods of time and through rather more intense conditions; such as the example of breast cancer survivors (Lu, Ghent, Young, Gawk-Singer, LOL, 2012). Furthermore, previous studies focus greatly on the expression of traumatic instances (Baneberry, 1997) quite the opposite in that negative expressive writing produces a negative affect and lower meaning finder among participants. These results, however, are compared to that of writing positive experiences and so it may be said that a decreased score would be expected. Alternatively, being a cross-sectional design, perhaps more interesting results would be compiled from a series of written expression of the same account in the case of a negative experience. From previous studies, it is implied that regular written expression of a negative experience may produce positive results, contrary to those shown in this study. One of the implications of this study may be related to indulging regularly in written accounts of positive experience to improve positive affect and meaning finding. Future studies, however, would benefit from the analysis of regular positive written expression. As is shown in previous studies with that of traumatic events, increased confrontation through written expression is shown to reduce negative affect. It may be possible that the opposite effect adhere to regular confrontation of positive experience. Perhaps this positive experience would decrease in positivist, or even have a reverse effect over time. The limitations of this study include, primarily, the tested participants. Undergraduate psychology students may not accurately represent the population. Many other studies of the same caliber have an inclination to testing of traumatic situations among a particular sub-group. Interesting would be the results obtained from a randomly selected participant group, and measuring them both for instant results and results over a number of tests. A further limitation may be described in the means in which data was collected. Lending to an intrusive subject matter, a face-to-face collection in class may not yield the greatest results. Anonymity to observer aside, students sitting within close proximity to another student may feel threatened by invasion of privacy and not reveal inner most feelings, effecting results. Furthermore, participation in the study was of a compulsory status. This may have affected the amount of effort students put into discussion as opposed perhaps to an individual actively seeking treatment or even involvement in a study. To prevent possible confounds in the future, ideally, participants would be of a random selection of willing volunteers. If unattainable however, it may prove advantages to separate students among the class too radius in which their test cannot be overlooked. Despite these limitations, this study shows promising results by suggestion that positive expression writing increases positive affect and greater meaning finding. These results may prove useful in a variety of situations and therapies; though further testing should be undergone to discover the extent of its effect. How to cite Affectability of positive and negative written personal accounts, Papers