نوع مقاله : مقاله علمی - پژوهشی

نویسنده

• صغری ابراهیمی قوام

استاد گروه روان شناسی تربیتی دانشگاه علامه طباطبائی

چکیده

این پژوهش با هدف واکاوی نقش نوشتار تأملی در پردازش روان‌شناختی و یادگیری انتقادی دانشجویان ایرانی در مواجهه با بحران بشری جنگ ۱۲روزه ایران و اسرائیل انجام شده است. با بهره‌گیری از رویکرد پدیدارشناسی تفسیری (IPA)، تجربه‌ی زیسته‌ی ۱۴ دانشجوی مقاطع مختلف علوم انسانی و روان‌شناسی از طریق نوشتارهای تأملی تحلیل گردید. تحلیل داده‌ها منجر به شناسایی هشت مضمون اصلی شد که ابعاد هیجانی، شناختی، اجتماعی، معنایی و عملکردی مواجهه با جنگ را بازتاب می‌دهند. یافته‌ها نشان داد که نوشتار تأملی نقشی مؤثر در تخلیه هیجانی، معنا‌بخشی به تجربه، نظم‌دهی ذهنی و بازسازی هویت پس از بحران ایفا کرده است. هم‌چنین، ابعاد مختلف یادگیری انتقادی از جمله خودآگاهی وجودی، تحلیل اجتماعی، مسئولیت‌پذیری جمعی و بلوغ هیجانی در نوشتارها قابل‌ردیابی بود. تفاوت‌های فردی و فرهنگی مشارکت‌کنندگان، به‌ویژه در زمینه تحصیلات، جنسیت، تجربه زیسته و باورهای دینی، بر نوع واکنش و سطح تحلیل تأثیرگذار بوده‌اند. این مطالعه تأکید می‌کند که نوشتار تأملی می‌تواند ابزاری مؤثر برای مواجهه با بحران‌های انسانی، تقویت سلامت روانی و ارتقاء بینش انتقادی در محیط‌های آموزشی باشد.

کلیدواژه‌ها

• نوشتار تأملی
• پردازش روان‌شناختی
• یادگیری انتقادی
• بحران‌های بشری
• جنگ

موضوعات

• روان شناسی

عنوان مقاله [English]

Reflective Writing as a Tool for Psychological Processing and Critical Learning in the Face of Human Crises: A Case Study of the 12-Day Iran–Israel War

نویسنده [English]

• soghra ebrahimighavam

Associate Professor, Allameh Tabatabaei University

چکیده [English]

Extended Abstract:

Introduction

Human crises—such as war, forced displacement, political violence, or humanitarian disasters—generate intense emotional, psychological, and cognitive strain. Individuals are confronted with images of suffering, narratives of fear, and an overwhelming influx of information, often without having the tools to process these experiences meaningfully. In such contexts, reflective writing emerges as a powerful medium for psychological and intellectual engagement. It allows individuals to articulate their internal responses, critically analyze external events, and locate themselves within broader human experiences.
Despite the growing body of research on reflective and expressive writing, limited scholarship investigates its role during acute geopolitical crises. The 12-day Iran–Israel war provides a compelling case because of its intensity, rapid escalation, and global media attention. Observing how individuals used reflective writing during this period can deepen our understanding of how writing becomes a space for emotional regulation, meaning-making, and humanistic awareness.
This study explores how reflective writing functions as a mechanism for psychological processing and critical learning in the midst of human conflict. By examining lived reflections recorded during the war, the study seeks to answer the following research questions.
Research Questions

How does reflective writing support psychological processing during periods of acute geopolitical crisis?
In what ways does reflective writing facilitate critical learning and enhance awareness of broader humanistic issues?
What themes emerge in reflective writings produced during the 12-day Iran–Israel war?
How does reflective writing contribute to the development of empathy and moral positioning in response to human suffering?
Literature Review

Reflective writing has been studied in multiple fields, including psychology, education, trauma studies, and ethics. Scholars argue that reflective writing allows individuals to externalize internal experiences, create coherent narratives, and engage with complex emotions through language. Research by Pennebaker (1997) suggests that expressive writing supports mental and physical well-being by enabling individuals to process emotional upheaval.
Reflective writing also has a pedagogical dimension. Brookfield and Mezirow (1991) emphasize that reflection fosters critical thinking by prompting individuals to question assumptions, analyze social structures, and consider ethical implications.
2.1. Psychological Functions of Reflective Writing
Reflective writing has long been associated with emotional processing. It helps individuals transform chaotic emotional experiences into structured narratives, thereby reducing psychological distress. Various studies show that writing about traumatic or stressful events can improve emotional regulation and promote resilience.
2.1.1. Reflective Writing in Crisis and Trauma Contexts
During crises, reflective writing serves as a mechanism to externalize fear, confusion, and grief. Trauma scholars argue that articulating emotions through writing helps individuals regain a sense of agency and coherence.
2.1.2. Critical and Humanistic Dimensions
Reflective writing also holds moral and ethical significance. It encourages individuals to situate themselves ethically within crisis events, develop empathy toward victims, and challenge dehumanizing narratives.

Methodology

This study employed a qualitative design using an interpretive phenomenological approach. The dataset consisted of reflective writings produced by Iranian university students during the 12-day Iran–Israel conflict, collected through purposive sampling. Data were analyzed following Braun and Clarke's (2006) thematic analysis through iterative coding and theme development.

Results

Analysis yielded three primary thematic categories:

Psychological Processing

Participants used reflective writing to articulate shock, fear, sadness, and moral confusion. Writing provided emotional containment and helped regulate distress caused by constant media exposure.

Critical Learning

Reflective writings demonstrated increased awareness of media manipulation, political bias, and ethical complexities. Participants shifted from reactive emotions to deeper intellectual engagement.

Humanistic Empathy

A strong theme involved compassion for innocent civilians affected by the war. Writers emphasized shared humanity over political divisions.

Discussion

Findings support existing literature demonstrating that reflective writing promotes psychological well-being, cognitive clarity, and critical awareness. In the context of the Iran–Israel war, reflective writing helped individuals process overwhelming emotions while also fostering analytical and ethical engagement.

Conclusion

Reflective writing functions as both a psychological tool and an educational mechanism during crises. This study illustrates that reflective writing serves to process emotions, question political narratives, and cultivate deeper empathy. Integrating reflective writing into community and educational settings during crises can strengthen resilience and promote humanistic values.
Acknowledgments
The author extends appreciation to all individuals who shared their reflective texts during this critical period.
Keywords: Reflective Writing, Psychological Processing, Critical Learning, Human Crises, War.

کلیدواژه‌ها [English]

• reflective writing
• psychological processing
• critical learning
• human crises
• war