The efficacy of problem-focused and emotional approach interventions varies as a function of emotional processing style

摘要

This study examined whether individual differences in emotional processing style (e.g., attention to and clarity of emotions) moderated the effectiveness of emotional approach and problem-focused interventions. Forty-one college freshmen were randomly assigned to one of two adjustment-to-college interventions: (a) an emotional approach intervention in which participants described their feelings, the sources of these feelings, and were provided with feedback about their feelings; or (b) a problem-focused intervention in which participants discussed how to solve their problems. Positive affect, negative affect, and anhedonic depression were measured before the intervention and 2 weeks subsequent to the intervention. Dimensions of emotional processing style were assessed using self-report. Participants low in attention to emotions benefited more from the emotional approach intervention, whereas those high in attention benefited more from the problem-focused intervention.