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    The Feasibility of Implementing Froh’s Gratitude Curriculum with Adolescents in an Emotional Support Classroom

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    Genre
    Thesis/Dissertation
    Date
    2020
    Author
    Crawford, Candy cc
    Advisor
    Thurman, S. Kenneth
    Committee member
    DuCette, Joseph P.
    Kessler, Julie Beth
    Farley, Frank
    Department
    Educational Psychology
    Subject
    Educational Psychology
    Psychology
    Behavioral Psychology
    Emotional Needs
    Emotional Support
    Emotional Support Intervention
    Gratitude
    Jeffery Froh
    Prosocial Behavior
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/289
    
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    DOI
    http://dx.doi.org/10.34944/dspace/273
    Abstract
    This feasibility study examined if adolescents (n=14) ages 10-14 who were assigned to an emotional support classroom could learn the principles of gratitude through a teacher taught gratitude curriculum. I was interested in the following research questions: (1) Can the Froh curriculum be implemented with fidelity in an adolescent ES class? (2) When implemented with fidelity, does the curriculum result in adolescents in ES classes learning gratitude skills? (3) Does the curriculum lead to increases in gratitude and pro-social behavior as measured by independent scales? (4) How do students feel about the curriculum? The results were that the fidelity measure yield 100% and students scored an average of 78% on the lesson posttests indicating that they had a basic understanding of the content. A significant result was found using a paired samples t-test and a non-parametric Wilcoxin test for the Gratitude Questionnaire (GQ-6) p = .019, and the strengths and difficulties questionnaire (SDQ) pro-social behavior subscale score p = .002 from pre to post-testing. The Gratitude Intervention Rating Scale: Post Implementation, results showed that students felt they learned the lessons. The students felt that their teacher should use the curriculum with other students because they felt it helped them in their daily lives. Overall, the results indicated that it is feasible to use Froh’s (2014) gratitude curriculum with students assigned to an emotional support classroom.
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