Expressive writing and eating disorder features: a preliminary trial in a student sample of the impact of three writing tasks on eating disorder symptoms and associated cognitive, affective and interpersonal factors

Abstract

Objective: To evaluate the impact of three writing tasks on the cognitive, affective and interpersonal factors typically associated with eating disorder symptoms, in a student population.

Method: Two experimental tasks and one control task were evaluated. Participants gave subjective ratings of the writing experience, and objective questionnaire measures were administered at baseline, and 4- and 8-week follow-up.

Results: Participants who dropped out without completing the writing tasks were more experientially avoidant. The three tasks differed significantly in subjective impact, and the experimental tasks were most effective in reducing eating disorder symptoms. They also ameliorated some key features associated with eating difficulties. The control task generally had less, no or a detrimental effect.

Conclusion: The results provide preliminary indirect support for the use of therapeutic writing to address specific features associated with the eating disorder presentation. Further research is required to replicate the present findings and extend these to the clinical population.