Type of Writing Task and College Students' Meaning Making Following a Romantic Breakup
Article first published online: 9 APR 2013
© 2013 by the American Counseling Association. All rights reserved.
Journal of College Counseling
Volume 16, Issue 1, pages 32–48, April 2013
How to Cite
Primeau, J. E., Servaty-Seib, H. L. and Enersen, D. (2013), Type of Writing Task and College Students' Meaning Making Following a Romantic Breakup. Jnl of College Counseling, 16: 32–48. doi: 10.1002/j.2161-1882.2013.00025.x
- Issue published online: 9 APR 2013
- Article first published online: 9 APR 2013
- Received 04/21/10; Revised 08/26/10; Accepted 01/11/11
In this study, the authors examined the potential effects of type of writing task (loss/gain vs. general prompt) on the narrative content offered by college students (N= 41) who experienced romantic breakup. Qualitative analyses indicated differences based on type of writing task. Students who received the loss/gain prompt exhibited more cognitive, balanced, and complex responses, whereas those who received the general prompt offered more emotional and factual accounts of their experience.