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Mentalization Training Through Expressive Writing: Investigating Its Effects on Stress Levels Using Ecological Momentary Assessment and an AB Within-subject Design
Wannet, JJ (2025) Mentalization Training Through Expressive Writing: Investigating Its Effects on Stress Levels Using Ecological Momentary Assessment and an AB Within-subject Design.
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| Abstract: | Young adulthood is a period marked by new challenges and increasing demands for independent stress regulation. This highlights the need for scalable, self-guided interventions. This study tested whether a one-week, smartphone-delivered mentalization-based expressive writing task could reduce stress and improve mentalization and self-efficacy. Eight participants (aged 18–29) completed a two-week within-person AB design intervention: during both weeks, they responded to five ecological momentary assessment (EMA) prompts per day, and in Week B they additionally completed one daily 5–10 minute expressive writing session focused on mentalization. At each EMA prompt, participants rated their current levels of stress, mentalization, and self-efficacy using single-item visual analogue sliders. Data were analyzed using linear mixed-effects models and individual-level contrasts. Writing adherence was high. what was found was that there were no immediate improvements following the writing sessions. Post-writing scores for stress (b = 1.72, p = .58), mentalization (b = –0.20, p = .93), and self-efficacy (b = 0.03, p = .99) showed no significant change, indicating that participants did not experience short-term psychological benefits directly after engaging in the task. Looking at the broader effect across the entire writing week, stress levels remained stable (b = –0.03, p = .98), but both mentalization and self-efficacy declined significantly (b = –4.59, p < .01; b = –5.48, p < .01), suggesting potential cumulative negative effects over time. Individual patterns varied, with some participants improving while others worsened. These findings suggest that a brief, unguided mentalization-through-writing task may be insufficient and in some cases counterproductive for decreasing stress. Future studies should explore longer, guided protocols and less intensive EMA schedules to determine for whom, and under what conditions, such interventions are most effective. |
| Item Type: | Essay (Bachelor) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Programme: | Psychology BSc (56604) |
| Link to this item: | https://purl.utwente.nl/essays/106676 |
| Export this item as: | BibTeX EndNote HTML Citation Reference Manager |
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