Table 1 Summary of writing instructions for expressing helping and neutral writing

1

20

Introduction

• Explain potential for people to benefit from writing about a stressful experience, including transplant.

• Explain that many transplant recipients like the idea of helping others by sharing their experiences and advice, and that people preparing for transplant can benefit from knowing the full range of others’ experiences, even if their experience ends up being very different. Describe some possible benefits.

• Explain that we are developing a collection of stories that will be a resource for people preparing for transplant and describe how the writing sessions will allow them to share their story and things that they wish someone had told them before transplant.

• Remind them that their writing will not have their name on it and describe general rules for writing: (1) keep writing until time is up; (2) do not worry about spelling, sentence structure, or grammar; (3) delve deeply into transplant experience.

Specific instructions for day

• Write about what it was like when they found out they needed a transplant and how they prepared for it emotionally.

• Ask them to really let go and explore their deepest thoughts and feelings about that time.

• Remind them that the day’s writing will not be shared with anyone else—it is mainly to help them think about their experience and prepare to share it with others.

• Reiterate rules about writing continuously and not worrying about spelling, sentence structure, or grammar.

Introduction

• Explain potential for people to benefit from writing about a stressful experience, including transplant.

• Remind them that their writing will not have their name on it and describe general rules for writing: (1) keep writing until time is up; (2) do not worry about spelling, sentence structure, or grammar.

Specific instructions for day

• Write detailed account of the facts regarding when they found out they needed a transplant and how they prepared for it before they went to the hospital.

• Ask them to provide a detailed account of all that happened, focusing on facts and not thoughts and feelings about things that happened.

• Remind them that the day’s writing will not be shared with others.

• Reiterate rules about writing continuously and not worrying about spelling, sentence structure, or grammar.

2

20

Specific instructions for day

• Write about what it was like for them during the time they spent in the hospital for their transplant.

• Ask them to really let go and explore their deepest thoughts and feelings about that time.

• Remind them that the day’s writing will not be shared with anyone else—it is mainly to help them think about their experience and prepare to share it with others.

• Reiterate rules about writing continuously and not worrying about spelling, sentence structure, or grammar.

Specific instructions for day

• Write detailed account of the facts regarding the time they spent in the hospital for their transplant.

• Ask them to provide a detailed account of all that happened, focusing on facts and not thoughts and feelings about things that happened.

• Remind them that the day’s writing will not be shared with others.

• Reiterate rules about writing continuously and not worrying about spelling, sentence structure, or grammar.

3

20

Specific instructions for day

• Write about what it was like for them in the time after they left the hospital.

• Ask them to really let go and explore their deepest thoughts and feelings about that time.

• Remind them that the day’s writing will not be shared with anyone else—it is mainly to help them think about their experience and prepare to share it with others.

• Reiterate rules about writing continuously and not worrying about spelling, sentence structure, or grammar.

Specific instructions for day

• Write detailed account of the facts regarding the time after they left the hospital.

• Ask them to provide a detailed account of all that happened, focusing on facts and not thoughts and feelings about things that happened.

• Remind them that the day’s writing will not be shared with others.

• Reiterate rules about writing continuously and not worrying about spelling, sentence structure, or grammar.

4

20–40

Specific instructions for day

• Describe how first three days of writing gave them a chance to think about their experiences and consider what they might want to share with people getting ready for transplant.

• Remind them that the day’s writing will shared as part of a resource for people preparing for transplant, to help them feel more emotionally prepared for transplant and to help them cope with things that come up.

• Ask them to write as if they are speaking to someone preparing for transplant. Reiterate day 1 information about how people benefit from knowing the full range of what other people experience, even if their experience ends up being very different.

• Reiterate rules about writing continuously and not worrying about spelling, sentence structure, or grammar.

• Tell them they will be able to write an extra 20 min if they desire.

Specific instructions for day

• Write detailed account of the past week, including today.

• Provide a justification for this task—to clarify details of their experience that are helpful to remember and appreciate how far they have come.

• Ask them to provide a detailed account of all that happened, focusing on facts and not thoughts and feelings about things that happened.

• Remind them that the day’s writing will not be shared with others.

• Reiterate rules about writing continuously and not worrying about spelling, sentence structure, or grammar.

• Tell them they will be able to write an extra 20 min if they desire.