Who benefits the most from a gratitude intervention in children and adolescents? Examining positive affect as a moderator

Froh, Jeffrey J.; Kashdan, Todd B.; Ozimkowski, Kathleen M.; Miller, Norman

doi:10.1080/17439760902992464

Cited by 336 publications

(279 citation statements)

References 40 publications

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“…É importante que tenha sido confirmada a expectativa de que os jovens com valores hedonistas expressem mais provavelmente gratidão concreta, porque sugere a existência de uma relação entre o desenvolvimento da gratidão e os sistemas de valores dos jovens. Quando se trata de crianças e adolescentes, não basta se examinar apenas os níveis de gratidão (o quanto os jovens são gratos) (e.g., Froh, et al, 2014;Froh, Kashdan, Ozimkowski, & Miller, 2009), pois existem diferentes formas de gratidão (Baumgarten-Tramer, 1938;Bonnie & de Waal, 2004;Freitas et al, 2011;Piaget, 1954; e cabe considerar-se os sistemas de valores (e.g., Gouveia et al, 2014;Schwartz, 2012), e não apenas um tipo de valor (Froh et al, 2011).…”

Section: Discussionunclassified

“…Quanto a diferenças entre os sexos, os dados encontrados são consistentes com aqueles de outros pesquisadores Freitas et al, 2012;Froh et al, 2009;Paludo, 2008), visto que não se verificaram diferenças significativas entre meninos e meninas no que diz respeito à gratidão. Esse é um aspecto que tem sido abordado na literatura sobre gratidão em jovens, desde que Gordon et al (2004) encontraram diferenças na maneira como meninos e meninas vivenciam a gratidão.…”

Section: Discussionunclassified

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Relações entre Desenvolvimento da Gratidão e Tipos de Valores em Jovens

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ResumoInvestigam-se relações entre o desenvolvimento da gratidão e tipos de valores. Trezentos e noventa e seis jovens de 7 a 14 anos responderam a Wishes and Gratitude Survey. Previu-se que, com o aumento da idade, haveria (a) uma diminuição de valores hedonistas; (b) uma diminuição de gratidão concreta e um aumento de gratidão conectiva. A terceira hipótese foi a de que seria mais provável que jovens com valores hedonistas expressassem gratidão concreta e aqueles com valores relacionados ao bem-estar de outros (BEO) expressassem gratidão conectiva. Para testar essas hipóteses, utilizou-se análise de regressão (estimativa de curva e regressão logística). Com o aumento da idade, os valores hedonistas e a gratidão concreta diminuíram; não se verificou aumento de gratidão conectiva. Valores hedonistas relacionaram-se positivamente à gratidão concreta. Todavia, valores BEO não se associaram à gratidão conectiva. Palavras-chave: gratidão, valores, desenvolvimento moral, crianças, adolescentes The Relations between the Development of Gratitude and Types of Values in Youth AbstractWe studied the relations between the development of gratitude and types of values. A total of 396 7-to 14-year-old youth group responded to the Wishes and Gratitude Survey. We expected that, with the increase in age, there would be (a) a decrease of hedonistic values and (b) a decrease of concrete gratitude and an increase in connective gratitude. Our third hypothesis was that it would be more likely for the young with hedonistic values express concrete gratitude and those with values related to the well-being of others (WBO) to express connective gratitude. To test these hypotheses we used regression analysis (curve estimation and logistic regression). With an increase in age, hedonistic values and concrete gratitude declined; there was no increase in connective gratitude. Hedonistic values were related positively to concrete gratitude. However WBO values were not related to connective gratitude. Keywords: gratitude, values, moral development, children, adolescents Relaciones entre el Desarrollo de Gratitud y Tipos de Valores en JóvenesResumen Se investigan las relaciones entre el desarrollo de gratitud y tipos de valores. Respondieron a la encuesta Wishes and Gratitude Survey 396 jóvenes de edades entre 7 y 14 años. Fue previsto que con el aumento de edad habría, (a) disminución de los valores hedonistas; (b) disminución de gratitud concreta y aumento de gratitud conectiva. La tercera hipótesis fue que sería más probable que jóvenes con valores hedonistas expresaran gratitud concreta y aquellos con valores relacionados al bienestar de otros (BEO) expresaran gratitud conectiva. Para testar estas hipótesis, se utilizó el análisis de regresión (estimación de curva y regresión logística). Con el aumento de edad, los valores hedonistas y la gratitud concreta disminuyen; no se verificó aumento de gratitud conectiva. Valores hedonistas se relacionaron positivamente con gratitud concreta. Aún los valores BEO no se asociaron a gratitud conectiva.

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Relações entre Desenvolvimento da Gratidão e Tipos de Valores em Jovens

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“…(Froh, Kashdan, M., & Miller, 2009, p. 408) Their explanation is that participants in such studies with high positive affect may have arrived at what they call an 'emotional ceiling' and so there is little room for improvement in terms of gratitude. Meanwhile those who are low in positive affect utilise gratitude as a positive experience and so improve in line with their high in positive affect peers (Froh et al, 2009). Their study examines 89 children and adolescents whereby they looked at positive affect in the control group and the intervention group who were instructed to write a letter to someone whom they felt grateful towards.…”

Section: Gratitudementioning

confidence: 99%

Positive Psychology in School-Based Psychological Intervention: A Study of the Evidence-Base

Dawood¹

2013

EJSBS

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Psychological school-based (SB) interventions are long standing and increasingly influenced by the evolving evidence -base. T he current consensus of interventions utilises predominantly cognitive behavioural therapy (CBT ) techniques. Despite their efficacy, they possess a number of weaknesses and there is an argument to propose the application of positive psychology (PP) to address these shortcomings. T his paper reviews the efficacy of PP interventions in schools by e valuating 28 articles from a number of databases, focusing on child, adolescent and school professionals populations globally. Included articles focus on SB PP interventions revealing outcomes for mental health or well-being in children and adolescents bet ween the ages of 5 to 16. Articles with a solely educational focus were excluded. Meta-analysis and review articles in SB CBT are also considered as a comparison for the SB PP evidence base. Articles are synthesised according to intervention purpose. T he r esults are varied revealing PP to be effective in improving positive traits and well-being, but a scarcity of data does not support the reliability of these findings for the purpose of introducing large-scale PP SB intervention programmes. Further, discrep ancies in certain results are found due to sex differences highlighting the need for extensive research into such inconsistencies. An in -depth description of the context of school-based interventions and a discussion of these findings are provided. Conclusions are made regarding recommendations for future research.

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“…A good number of studies identified several predictors of gratitude which includes self-esteem (Bernstein & Simons, 1974), positive affect (Emmons & McCullough, 2003;Froh, Kashdan, Ozimkowski, & Miller, 2009;Froh, Sefick, & Emmons, 2008;Froh, Yurkewicz, & Kashdan, 2009), and life satisfaction (Froh, Yurkewicz, & Kashdan, 2009;Park, Peterson, & Seligman, 2004;Peterson, Ruch, Beermann, Park, & Seligman, 2007;Wood, Joseph, & Maltby, 2009). From such findings, it can be assumed that gratitude is not just a mere interpersonally-derived construct but a character that may be intrinsically-motivated.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Gratitude-based group intervention manual for college student-athletes

Datu¹

2013

IJRSP

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The current manual is designed to offer a guide in facilitating a group intervention based on the conceptual and theoretical premises of gratitude. Before the implementation of the proposed group intervention, prospective members will be evaluated through administering Gratitude Six-Item Form (GQ6) and an interview with the group counselor. There are five sessions which will be executed on a weekly basis. Activities are made to increase the members' positive realization of themselves, others, and events in their lives. Each session will be tracked through group intervention case notes to ensure that important events and processes are noted. At the end of group intervention, members will be assessed using group feedback, accumulated case notes and Gratitude Six-Item Form to look at the impact of the gratitude-based intervention in leading college student athletes towards a more positive and appreciative worldview.

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Who benefits the most from a gratitude intervention in children and adolescents? Examining positive affect as a moderator

Cited by 336 publications

References 40 publications

Relações entre Desenvolvimento da Gratidão e Tipos de Valores em Jovens

Relações entre Desenvolvimento da Gratidão e Tipos de Valores em Jovens

Positive Psychology in School-Based Psychological Intervention: A Study of the Evidence-Base

Gratitude-based group intervention manual for college student-athletes

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