Teaching Process of “Gratitude Program for College Students”
Given that previous intervention studies have only been conducted with single-teacher programs, this study attempts to control teacher factors by identifying similarities in the teaching process between four teachers, implementing the same program. The four teachers were trained by the Positive Psychology Center in Taiwan, and have taught a 12-hour gratitude program over a span of 4 weeks. The number of participants in the four classes are nine, ten, eight and six participants respectively, and that of the waiting control group is fifteen. Mixed-methods were adopted. The effects of the program were analyzed in pretest-posttest of the “Inventory of Undergraduates’ Gratitude”, and a content analysis of four teachers’ interview was conducted. The results show that: (1) Participants in the four classes were more grateful, which was also supported by their homework, meaning that each program is effective, (2) Five categories were found in teachers’ teaching process: A. Receive training and understand the meaning of gratitude; B. Customize activities for different groups; C. Bring knowledge of gratitude into life; D. Reflect and adjust teaching skills during classes; E. Teach and deepen teachers’ understanding of gratitude. Finally, a flowchart of the teaching process was created, which could be applied to future research.