Publication Date

2024

Document Type

Dissertation/Thesis

First Advisor

Lilly, Michelle M.

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Psychology

Abstract

Understanding the impact of racial discrimination is not a new endeavor in the field of psychology. However, research utilizing a trauma-focused lens to evaluate the negative mental health outcomes in the aftermath of racial discrimination is only in its infancy. In addition to depression, anxiety, and substance use, recent research has linked racial discrimination to negative mental health outcomes that mirror that of posttraumatic stress disorder (PTSD). Although many researchers have identified the negative effects of racial discrimination, few studies have examined intervention approaches designed to reduce the negative impact of racial discrimination. Self-Determination Theory (SDT) is a comprehensive theory focused on mechanisms of intrinsic motivation which posits that psychological well-being depends on the support of three innate needs: autonomy, competence, and relatedness. Thwarting of these needs by an individual or the environment has been linked to various forms of psychopathology (e.g., low self-esteem, depression). Interventions rooted in SDT have demonstrated success in medical health settings to increase healthy behaviors including smoking cessation, physical activity, and dental hygiene. Few studies have evaluated the effectiveness of an SDT intervention on mental health outcomes, but research indicates that bolstering autonomy, competence, and relatedness has a positive impact on mental health outcomes including depression. The expressive writing paradigm introduced by Pennebaker (1988) has been widely used in psychological research and has demonstrated success in improving physical and mental health outcomes among various populations and has informed the development of interventions designed to reduce PTSD symptoms (i.e., Written Exposure Therapy).

The current study aimed to evaluate the effectiveness of an expressive writing intervention rooted in the principles of SDT to bolster levels of autonomy, competence, and relatedness in the aftermath of racial discrimination and reduce symptoms of psychopathology. Participants included 67 students from a Midwestern university who were randomly assigned to a treatment (SDT-based expressive writing) or control (general expressive writing) condition. Assessment of basic psychological needs (i.e., autonomy, competence, and relatedness), experiences of perceived racial discrimination, exposure to trauma, and psychopathology (i.e., depression and PTSD) were completed at baseline and one week after engaging in the expressive writing intervention. Results build upon existing literature by simultaneously examining SDT constructs in relation to mental health outcomes and provide further support for the associations between experiences of perceived racial discrimination and psychopathology. Further, this study demonstrated a negative association between PTSD and SDT constructs, which has not previously been established. Evidence did not support the efficacy of an SDT-based expressive writing intervention in reducing symptoms of PTSD or depression, however, trend-level findings suggest that relatedness satisfaction has some influence on the relationship between experiences of perceived racial discrimination and PTSD. Implications of these findings, limitations, and recommendations for future research are discussed.

Extent

168 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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