An Intervention Study Of Expressive Writing On The Psychological Entitlement Of Elementary School Students

Psychological privilege is a subjective belief that individuals should be treated favorably or avoid punishment,and research has shown that this belief usually has many negative effects on individuals,such as increasing aggressive behavior and decreasing life satisfaction.Past research on psychological privilege has focused on adult individuals and has centered on its correlations with other variables.Intervention research on psychological privilege is very limited,and there are no studies in China that directly intervene on psychological privilege.Expressive writing is a psychological intervention that allows individuals to express their perceptions and emotions about important experiences or events related to themselves in writing,and in the process to control and regulate their emotions and change certain perceptions about the events,thus improving their physical and mental health.Based on the analysis of the structure of psychological privilege and the summary of intervention research methods on its related variables,this paper attempts to revise a set of psychological privilege questionnaires for elementary school students and use expressive writing to intervene in the psychological privilege of elementary school students,so as to reduce the level of psychological privilege of students and further reduce its negative effects on individuals.This study was divided into two studies.Study one is the scale revision.This study revised the psychological privilege scale translated by Bai Yang and Wang Jia-ning,including the first administration and revision,interview,the second administration and revision,and the formal administration and testing as well as the status survey,and the number of valid questionnaires recovered from the three administrations were 146,128,112,and 128,respectively,which were analyzed and censored to form the formal psychological privilege scale for elementary school students and the demographic variables were used to The level of psychological privilege was analyzed by demographic variables.In the second study,the experimental method was used to investigate the effect of expressive writing on individual psychological entitlement and to investigate the effect of different forms of expressive writing on the intervention effect.The subjects were given a 20-minute expressive writing intervention once a week for three weeks,with pre-and post-tests administered during the first and second week of the experiment.The results of the study were as follows.(1)Psychological entitlement was divided into two dimensions: entitlement and narcissism.(2)The overall level of psychological privilege of elementary school students was moderately high,with no significant differences by gender and significant differences by grade level,with fifth graders having significantly higher levels of psychological privilege than other grades.(3)Expressive writing had an intervention effect on the psychological entitlement of elementary school students.(4)Different types of expressive writing affect its intervention effect on psychological entitlement,and the effect of cognitive processing writing is better than psychological displacement writing than free-form writing.(5)Subjects’ emotional intensity in writing,objectivity in perceiving events,attribution of events,and ability to empathize with others all have an effect on the effectiveness of writing.