Document Type : Research Paper
Author
Associate Professor, Allameh Tabatabaei University
Abstract
This study aims to explore the role of reflective writing in the psychological processing and critical learning of Iranian students when confronted with the human crisis of the 12-Day Iran–Israel War. Using an Interpretative Phenomenological Analysis (IPA) approach, the lived experiences of 14 students from various levels of humanities and psychology were analyzed through their reflective writings. Data analysis identified eight main themes, reflecting the emotional, cognitive, social, meaningful, and functional dimensions of confronting war. Findings indicated that reflective writing played a significant role in emotional release, meaning-making of the experience, mental organization, and post-crisis identity reconstruction. Additionally, various aspects of critical learning, including existential self-awareness, social analysis, collective responsibility, and emotional maturity, were traceable in the writings. Participants’ individual and cultural differences, particularly regarding education, gender, lived experience, and religious beliefs, influenced the type of reactions and depth of analysis. This study emphasizes that reflective writing can serve as an effective tool for coping with human crises, enhancing psychological well-being, and fostering critical insight in educational settings
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