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dc.contributor.advisorThurman, S. Kenneth
dc.creatorCrawford, Candy
dc.date.accessioned2020-08-25T19:55:51Z
dc.date.available2020-08-25T19:55:51Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/20.500.12613/289
dc.description.abstractThis 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.
dc.format.extent128 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Psychology
dc.subjectPsychology
dc.subjectBehavioral Psychology
dc.subjectEmotional Needs
dc.subjectEmotional Support
dc.subjectEmotional Support Intervention
dc.subjectGratitude
dc.subjectJeffery Froh
dc.subjectProsocial Behavior
dc.titleThe Feasibility of Implementing Froh’s Gratitude Curriculum with Adolescents in an Emotional Support Classroom
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberKessler, Julie Beth
dc.contributor.committeememberFarley, Frank
dc.description.departmentEducational Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/273
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
dc.identifier.proqst14157
dc.creator.orcid0000-0003-0792-652X
dc.date.updated2020-08-18T19:04:52Z
refterms.dateFOA2020-08-25T19:55:52Z
dc.identifier.filenameCrawford_temple_0225E_14157.pdf


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