Does Writing Help Cope With Anxiety And / Or Panic Attacks?

The demographics of the survey were limited. Only current college students attending in the United States were allowed to participate in the survey. Because of this, the participant demographics in the survey are skewed for the sample. For example, of the sample N=166, only 18.7% of the respondents (n=31) identified as male and 4.8% of the respondents (n=8) identified as a gender other than male or female.

The impact both reading and writing have had on me throughout my school years has always been changing. While I have always struggled with reading comprehension, and anxiety in putting my thoughts into words when writing, I have found some relief when I am able to connect to a character in a book, or given freedom to find a topic I am interested in; which makes me excited and passionate about sharing my thoughts through writing.

A single-subject design or single-case research design A-B, was created to determine how a structured writing program impacted the client’s anxiety. The structured writing program was chosen because there is “a growing body of empirical research indicates that structure writing interventions produce substantial immediate and long-term benefits, including improvements in cognitive, emotional, behavioral and physiological functioning” (Barret & Wolfer, 2001, p. 1). Structured writing has been proven to be effective with emotional stimulation as well as helping a person with self-discovery process.

My attitude towards writing is very unfavorable. I just don’t enjoy it at all. It’s a very tedious task when you factor in all of the revision steps that it takes to produce a quality essay. Writing requires a long amount of time spent planning and preparing that is not for impatient people like myself. However, I believe that with a little bit of some confidence and patience, I could learn to enjoy myself when I write. I think it’s a great outlet for some but just hasn’t ever really been something that made me feel relaxed or stress-free. Writing just clouds my head with confusion and anxiety. I guess I can blame this on the fact that all my previous experiences writing has been academic and in a time-restricted environment. However, I am excited to see how my impression of writing changes throughout my college career now that I am not confined to a forty-minute window.

Throughout my entire life – just like anyone else – English and writing papers has been present. In our society, writing papers is a necessary part of educating our youth and helping them to become smarter individuals. For me, these papers have always been a dreaded experience. As soon as a teacher starts talking about a paper that is coming up, my brain instantly starts freaking out. From one-page papers that had to be written in middle school, to a twenty minute presentation I had to give at the end of my senior year – and everything in between – my fear of writing spans over most of my life and doesn’t seem to be getting any better.

Writing is a practice that most of us were taught when we were young. We were taught the basics of grammar, how to form a sentence, conjunction words, how to write paragraphs and more. Although we have learned this skill while growing up and have used the skill every year after entering kindergarten, this does not mean our writing process will ensure the best work. The authors that I chose each encourage their audience to excel in the art of writing in their own way to help with the writing process.

What were the results of this study? According to the data, all three interventions reduced worry to an extent, while those in the waitlist control group showed no significant improvement. Expressive writing was not as effective as worry exposure and audio-photic stimulation. There was a higher amount of reliable change for the worry exposure and audio-photic stimulation groups in comparison to worry exposure and the

In the article, “For the Poor, the Graduation Gap Is Even Wider Than the Enrollment Gap” by Susan Dynarski explains how the lower and upper class enroll in college at different rates, as well as graduate. A program was started known as the Educational Longitudinal Study. A study of dividing quartiles based on their parent’s educational background showed that parents with lower incomes were more likely to contain unskilled jobs compared to the higher income family containing manager positions. However, after 13 years, studies showed that only 14 percent of the less fortunate students and 60 percent of the fortunate students achieved their bachelors. By their late 20s tests also showed that 74 percent of wealthy students achieved their four-year

In today’s job market one prominent correlate for attaining professional careers is attaining a higher education. According to the National Center for Education Statistics from 2012, 88% of all males between the ages of 20-64 who earn at least a bachelor’s degree, are able to obtain a job, compared to women ages 20-64, where only 81% of women are able to obtain jobs (National Center for Education Statistics, 2013). This statistic specifically shows how women as a whole are actually getting more college degrees

The college students were asked to fill out a demographic sheet asking for their age, ethnicity, gender, and educational level. Each respondent was administered a portion of the Korolewicz

In 2007, 91 percent of Whites, compared with 83 percent of Blacks and only 60 percent of Hispanics over age 25 had at least a high school degree. The proportion of adult Americans with B.A. or higher degrees followed a similar pattern: 32 percent of Whites, 19 percent of Blacks, and only 13 percent of Hispanics. 80 percent of adult Asian/Pacific Islanders, and 71 percent of American Indians/Alaska Natives held a high school degree or more. The comparable figures for a B.A. or higher degree are 44 percent and 12 percent (Hochschild and Shen, pg. 1).

Another study places made use of data from a web-based survey that 1,921 college students received at a large southeastern university that converges with other studies on their contributors of eighteen years or older until middle-aged (Fox et al.

Our first assignment, “Have I Got a Story for You”, seemed similar to something we would write in English five. The basic concept of this essay was to write about a personal issue that we experienced at some point in our life. Since this topic was based around a personal experience, I didn't have too much trouble writing about my topic. I found that this assignment helped me release some stress that I had held on to and worked as a great outlet. When it came to picking a topic, I was determined to pick one that I felt passionate about and one that had truly affected my life. In the end, I decided to write about anxiety. Anxiety has been an issue I have been coping with over the past nine years and one that I will continue to deal with for

The article “A Question About Friends Reveals a Lot About Class Divides” written by Damon Darlin and published by the New York Times had a poll done on over 2,000 people. Registered voters were asked how many of their five closest friends had college degrees, those with no college degree had the most percentage

Writing has always been something I dread. It’s weird because I love talking and telling stories, but the moment I have to write it all down on paper, I become frantic. It’s almost as if a horse race just begun in my mind, with hundreds of horses, or words, running through my mind, unable to place them in chronological order. Because I struggle to form satisfying sentence structure, it takes me hours, sometimes even days, to write one paper. It’s not that I think I’m a “bad writer,” I just get discouraged easily. Needless to say, I don’t think highly of my writing skills. When I was little I loved to both read and write. I read just about any book I could get my hands on, and my journal was my go to for my daily adventures. Although it’s