Published Paper Details:

BACKGROUND: Physically handicapped children are facing the problems like maternal deprivation, lack of interest to do the activities, lack of personality, depression, anxiety, stress, low self-esteem, lack of education and lack of tender loving care. Writing therapy can lead to a reduction in stress, anxiety, better sleep, a strong system, improved relationships, better academic results, improved performance at work and even a better memory. MATERIAL & METHODS: A Pre experimental study was conducted to evaluate the Effectiveness of Writing therapy on anxiety among 30 differently abled adolescents by using purposive sampling technique. Zung Self Rating Anxiety Scale (1997) was used to assess the level of anxiety and writing therapy was implemented in the form of dig wide-dig deep exercise, expressive writing and answering to writing the prompt questions, daily with the duration of 30-40 minutes per group for 15 sessions. RESULTS: During pretest, among 30 samples 90% had marked to severe level of anxiety and 10% had mild to moderate level anxiety. In posttest 63.33% samples had mild to moderate anxiety whereas 20% had normal range and least percentage (16.67%) of the samples had marked to severe level of anxiety. The paired t-test value (t=14.5) showed highly significant at p ? 0.01. It indicates that writing therapy was effective in reducing the level of anxiety among differently abled adolescents. CONCLUSION: Writing therapy could potentially be a cheap and easily accessible option to improve both physical and psychological health among various populations that would require minimal input from health care professionals.