Journal of Consulting and Clinical Psychology, revealed that those involved in the study continued to experience enhanced immune function six weeks after writing about stressful events, evidenced by an increase in T-lymphocyte cell activity. Other studies have reported that people visit doctors less frequently, experience improved ability to function on a daily basis, are rehired more quickly after losing their jobs, and score higher on tests of psychological well-being after therapeutic writing exercises. Physical Conditions, a study published in the April 14, 1999, issue. The journal of the American Medical Association jama ) revealed that therapeutic writing can ease the symptoms of asthma and rheumatoid arthritis. The study involved 70 people with asthma or rheumatoid arthritis asked to write about the most stressful event in their lives. Participants wrote about their emotional pain for 20 minutes without interruption on three consecutive days. Another group of 37 patients wrote about their plans for the day.
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The national vietnam Veterans readjustment Survey (1986-1988) found that more than 30 of vietnam Veterans (more than 1 million) have suffered from symptoms of ptsd. Statistics have risen over the decades for numerous reasons, including the level of guerilla warfare encountered, as well as the attention such conditions have received. According to the 1999 National Survey of Homeless Assistance Providers and Clients, one in three homeless men in America were veterans, and among homeless veterans, 76 suffered from drug, alcohol, or mental essay health problems. Recent news reports of the conditions at Walter reed Army hospital spotlight the fact that spending for va mental health services has declined by 25 during the past decade. Many experts have expressed concern about the systems capabilities to care for the readjustment needs, including mental health, of the newest generation. Yet researchers have repeatedly found that most people are able to improve their mental and physical health after writing about deeply troubling experiences. James Pennebaker, Phd, a university of Texas professor of psychology, began therapeutic writing research in the 1980s and has led many studies. According to pennebaker, those who demonstrated the greatest improvements in health were those who did not feel free to confide their deepest thoughts and feelings to others. Moreover, pennebaker found that the benefits of therapeutic writing are not strictly emotional. One of Pennebakers earliest studies, which appeared in the April 1988 issue of the.
American journal of Psychiatry in 1991 revealed that among the vietnam veterans with ptsd involved in the study, 20 had attempted suicide, and another 15 had been preoccupied with suicide since the war. According to the last. Census in 2000, there were 26 million veterans. Ptsd remains an ongoing challenge for veterans of all eras and their families. Images from the current war are causing many veterans who served in World yardage War ii, korea, and vietnam to reexperience ptsd symptoms from their own combat experiences. The national Center for ptsd has estimated that one out of 20 World War ii veterans has suffered symptoms such as bad dreams, irritability, and flashbacks. According to the department of Veterans Affairs' 2004 statistics, 25,000 World War ii veterans were still receiving disability compensation for ptsd-related symptoms. Researchers estimate that as many as 30 of Korean War veterans have ptsd symptoms.
But his entry life changed during a veterans writing workshop. Mulligan wrote about a horrific scene from the war—fellow soldiers turning their weapons on a water buffalo for fun and misplaced revenge. He described the blood, noise, senseless loss, and waste. He later wrote that he left the workshop so elated, he was whistling and skipping. Mulligan discovered that putting past horrors into words helped clear his mind and lift his spirits. More than one hundred studies echo mulligans conclusion: Writing about stressful events can be powerfully therapeutic for the body and mind. Confronting Dark memories, suicide among veterans is not a recent trend. A study published in the.
May/June 2007, writing Wrongs — putting pain on Paper. By bill Asenjo, phd, crc, social Work today, vol. Recording the deepest thoughts and feelings about stressful events can be healing for body and mind. The Associated Press reported in April 2006 that the number. Soldiers who took their own lives in 2005 was the highest since 1993. Studies reveal a high rate of suicide among war veterans, particularly those with posttraumatic stress disorder (ptsd). New England journal of Medicine study found that one out of six Iraq and Afghanistan veterans were suffering from ptsd, yet more than 60 of them were unlikely to seek help. One veterans way out, in 1991, vietnam veteran John Mulligan was a homeless shopping cart soldier wracked with flashbacks and numbed by ptsd.
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The first time your students freewrite, designate a short period of time, for example, three to thesis five minutes. Challenge your students to bill write whatever is going through their heads during that time. The goal of freewriting is to never let your pen or pencil stop moving across the page, so make sure your students understand this before starting the activity. In freewriting, explain to your students that grammar and content are not important. What is important is to write without stopping. Your students are sure to share some personal information when they write their stream of consciousness, so reassure them that their freewriting is private as well. This is a challenging activity even in ones native language, so do not let your students become discouraged if they struggle.
Point out the success they have achieved and challenge them to write for a longer time with the next try. Then have your students use what they have written to compose a piece of writing that is more organized and refined. Your students have a lot to say, they may just need a little push in the right direction to get the pen moving across the page. With these writing activities, your students will get the push they need to get started writing about themselves, their lives and their beliefs. No matter what they write, it is sure to be enlightening.
For each day of vacation, ask your students to write about the place they are visiting. They should include how many miles they travelled and what sights they saw that day. You can also have students write about any unusual people they either saw or talked. When your students return from their trips, they can compile their diary pages into a special binding. Give each student an 11x17 piece of brown craft paper, and have him or her mix up some brown and gray watercolor paint.
They should then paint an irregular pattern over the paper. Once it dries, have them crumple it into a ball and unfold. This should give the paper a worn, leather-like appearance. They can then decorate the cover with postage stamps from around the world or with rubber stamps and ink to look like passport stamps. Your student can staple their diary pages inside their travel worn cover and have a unique memory of their trip. Students who did not travel do not need to be excluded, either. Have them write about an imaginary vacation or a dream vacation as if it really happened. Free write, are your students old enough and mature enough to understand the meaning of stream of consciousness? If so, try out the technique of freewriting with your class.
English Language Arts Standards » Anchor Standards » College
Explain to your students the thesis concept of a family tree. Org has a worksheet you can use to get your students started with a family tree. After reviewing the vocabulary for family members, ask business each of your students to write about one or more people on that tree. How much do they really know about their families? How have their ancestors influenced the people that they are today? You will be surprised what your students will be able to tell you about their families. Once they have some general information written about each of the branches of their family trees, ask your students to compare and contrast themselves with one of their ancestors or one of their siblings. Ask them to make connections between who they came from and the person they are today. Spring break or a school trip may be the perfect opportunity to assign your students a travel diary.
Asking your students to write about what they believe is sure to get the creative juices flowing. As with all the writing prompts given here, the intention is to get your student writing something. This system type of writing is not meant to be organized or persuasive or even logical at first. This activity will simply help your students get some ideas on the page. From there, your students can take what they have written and organize and develop it to fit whatever assignment you have for them. The important part is that they get those ideas on the paper and really connect with their own beliefs. A tree grows in Class, many cultures around the world place a high value and sometimes even worship their ancestry. Asking your students to write about their families, therefore, may tap into the spring of their creativity.
before they start to write? Partner your class and let them talk about the times they felt these emotions before setting them down on paper. Discussing with a partner or a group will bring more and more memories to the forefronts of their minds which will free them to write more and more on the paper. I believe, do you want another way to get your students writing about the things they know? Ask them to start with the words. I believe, everyone has beliefs. Their beliefs may be religious, philosophical, or scientific, for example.
I remember, sometimes all it takes to get your students writing about themselves are two simple words: I remember. Have your students write these words at the top of their page and simply start writing. They may remember and choose to write about yesterday or an event ten years ago. Either way, they will be writing about themselves, and that is the goal of this exercise. If your students need a little more encouragement or you want to take the exercise a step further, tie the memory to an emotion. Remember a time you were angry and write about that. Tell me about one time when you were frightened. When we plan have strong emotions, we remember the details of our experiences.
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Have you ever seen your students sitting in front of a blank notebook with a still pencil in their stiff hands? Nothing on the page and only a blank look on their faces? For some reviews students, giving instructions alone is not enough to get them writing. You can give your students some direction, and that will often be enough to help them get past the barrier of writer's block. However, the most successful prompts are not about faraway places and people unknown. The best way for your students to write is to write about the things that they know, their experiences in life, themselves. The following ideas are meant to inspire your students to get the words on the page and share a piece of their lives at the same time. How to get your Students Writing About Themselves.