Improving Your Well-being Through Writing

Researchers have been exploring the power of expressive writing as a tool to support well-being and recovery since the mid 1980’s (Pennebaker & Evans, 2014). Expressive writing (writing that focuses more on thoughts and feelings than on events) has been shown to reduce anxiety, increase emotional regulation, manage depression, help individuals process trauma and negative experiences, improve student grades, lower stress, boost the immune system and lower blood pressure (, 2018).

Development of the Transformation Through Writing Model

In 2009, Reinekke Lengelle and Frans Meijers introduced the Transformation Through Writing (TTW) model (Figure 1) in an effort to explain what they had seen happening in individuals who were using expressive writing to process difficult life events like grief, health difficulties and career challenges (Lengelle, 2021; Lengelle & Meijers, 2009; Meijers & Lengelle, 2012). They acknowledged the strong emotions (fear, sadness, and even anger) that frequently accompany difficult life events and recognized that during these times, our brains try to create a narrative, or story, in an effort to explain what’s happening (Kellogg, 1984). Unfortunately, these stories are often based on inaccurate or incomplete information and can therefore, be limiting and unhealthy. This is made worse by our tendency to repeat these stories over and over in our minds which can lead ��to more negative emotions and the development of negative filters that skew how we view people around us and how we interpret their actions (Kellogg, 1984; Lengelle & Meijers, 2009; Long, 2022).

Lengelle and Meijers had seen how individuals stuck in a very destructive cycle of negative thinking and emotions, could move beyond their limiting “first story” as they engaged in expressive writing, and begin embracing�� new, healthier ways of thinking – their “second story”. They also noticed that these individuals tended to move through four stages of learning as they made this transition: sensing, sifting, focusing, and understanding (Figure 1)

Applying the Model

Lynn Long spent several years studying under Reinekke Lengelle, exploring various kinds of expressive writing and how they could be used to facilitate personal development. In 2022, Long used what she had learned to develop a series of six tools that align with Lengelle and Meijers’ (2009) TTW model. As part of her final master’s project, she incorporated these tools into a self-directed, self-paced online learning program specifically for University of ��ݮ��Ƶ students. (Information can be found in side bar, or through the self-directed site.) Below she provides a brief description of each tool and how they align with the model:

The Journalling for Well-being Program

Are you interested in starting a reflective writing practice? Would you like more information and guidance? Consider joining the University of ��ݮ��Ƶ Journalling for Well-being program. Using short teaching videos, detailed instructions, supplemental writing exercises, and virtual check-ins, the Journalling for Well-being program introduces you to all six of the tools described below and guides you step-by-step through the process of sensing, sifting, focusing, and understanding. This self-directed, self-paced program helps participants identify personal narratives that may be negatively impacting their well-being, consider how those narratives may be affecting their relationships with others (Long, 2022), and begin to develop more positive, life-giving ways of thinking. While the program was originally designed for students, all members of the University of ��ݮ��Ƶ are welcome to participate. You can register through the self-registration area in .

About Lynn Long

About Lynn

Lynn Long has worked in various roles involving education, educational technologies, and conflict management over her 15 years at the University of ��ݮ��Ƶ. Currently, she is the Senior Education and Learning Specialist for the Conflict Management Office and the designer and facilitator of the University of ��ݮ��Ƶ Journalling for Wellbeing program. If you have any questions or would like to learn more about the program, feel free to email Lynn directly.

Citations: Improving Your Well-being Through Writing

References

Kellogg, R. T. (1984). Psychology of writing.

Law, B. (1996). A career learning theory. In A. G. Watts, B. Law, J. Killeen, J. Kidd, & R. Hawthorn (Eds.), Rethinking careers education and guidance; Theory, policy and practice (pp. 46-72). Routledge.

Lengelle, R. (2021). Writing the self and bereavement: Dialogical means and markers of moving through grief. In H. Dix (Ed), Career construction theory and life writing: Narrative and autobiographical thinking across the professions. Routledge.

Lengelle, R., & Meijers, F. (2009). Mystery to mastery: An exploration of what happens in the black box of writing and healing. Journal of Poetry Therapy, 22(2), 57–75.

Lengelle, R. (2018). ‘Unit 7: Writing in professional contexts’ [Course Webpage]. Moodle 3.4.

Long, L. M. (2022). Transformation through writing: Identifying and overcoming barriers to relationship repair. Final project submitted to Athabasca University in partial fulfillment of the requirements for the degree of Master of Arts – Interdisciplinary Studies.

Meijers, F., & Lengelle, R. (2012). Narratives at work: The development of career identity. British Journal of Guidance & Counselling, 40(2), 157–176.

Meijers, F, & Wardekker, W. (2003). Career learning in a changing world: The role of emotions. International Journal for the Advancement of Counselling, 24(3), 149–167.

Metcalf, L. T., & Simon, T. (2002). Writing the mind alive: The proprioceptive method for finding your authentic voice. Ballantine Books.

Pennebaker, J.W., & Evans, J.F. (2014). Expressive Writing: Words that Heal. Idyll Arbor Inc.

Sutton, Jeremy. (2018). 5 Benefits of Journaling for Mental Health. Positive Psychology [website: downloaded July 5, 2024, from }

Zimmermann, S. (2002). Writing to heal the soul: Transforming grief and loss through writing. Three Rivers Press.

Tools #1 and #2 – Reflective and Responsive Writing

The first two tools align with Lengelle and Meijers’ ��(2009) “sensing” stage, a time of information gathering. Reflective writing combines regular (often daily) journalling with a series of reflective questions. This tool aims to help you consciously slow down, capture your thoughts on paper, and reflect on what you are actually thinking. The goal is to learn to listen to the things you are telling yourself on a daily basis. Responsive writing is intended to help you process your thoughts and feelings during times when you are dealing with strong emotions. Responsive writing complements reflective writing and together, they provide a great foundation for your journalling practice.

Tools #3 and #4 – Reviewing, Revising, and Perspective Taking

The next two tools have been developed to align with Lengelle and Meijers’ (2009) “sifting” stage,�� a��period��of��sorting. As you continue to write reflectively and responsively, these tools can be used to help you sort and process the information that you have gathered so��far. Reviewing and revising your earlier writing, while also exploring new perspectives as part of your ongoing journalling practice, can help you take a fresh look at what has happened and what you have been telling yourself about what happened. This can help you identify assumptions you may have made and generally clarify your thinking.
��

Image

Figure 1 Transformation Through Writing Model — Figure 1: Transformation Through Writing Model

Note. Long (2022) adapted from Lengelle and Meijers (2009) and Lengelle (2018). Used with permission.

Tools #5 and #6 – Theme Identification and Rewriting

The final two tools align with Lengelle and Meijers’ (2009) “focusing” and “understanding” stages. Once you have begun to explore new perspectives, a bigger picture may begin to come into focus, and you may begin to see themes in your writing. Learning how to identify and reflect on these themes, can help you determine what your second story needs to look like in order to move forward. Incorporating this new story into your writing, old and new, can help make it your own.

Making Journalling Accessible to All

While Lengelle and Meijers’ (2009) TTW model focuses on writing as a tool to facilitate transformation, Long (2022) acknowledges that writing is not an accessible mode of expression for everyone. She encourages students to get creative in exploring alternatives. This might include using voice-to-text and text-to-audio tools to assist in the writing process or exploring audio or video blogging as alternate modes for recording your thoughts and ideas. Regardless of the mode chosen or the tools used, a core process is outlined for everyone to follow.

Note:

For those who are interested in learning more, consider the following resources:

Books:�� (Lengelle, 2021) and�� (Den Elzen & Lengelle, 2023)��
Courses:
Website and other resources:

��