A Gratitude Writing Intervention with Japanese Children in Schools: Results of the Preliminary Trial
Tracks
Royal Poinciana Room
| Tuesday, March 21, 2023 |
| 11:30 AM - 11:50 AM |
Overview
Yuki Matsumoto & Yuma Ishimoto, Tokushima Bunri University
Speaker
Yuma Ishimoto
Associate Professor
Tottori University
A Gratitude Writing Intervention with Japanese Children in Schools: Results of the Preliminary Trial
Abstract
The study examined the efficacy and feasibility of gratitude writing activities based on positive psychology developed by the authors in a Japanese school context. UNICEF (2020) reported the outcomes for child well-being among 41 OECD and EU countries and tagged Japan as 37th. Japanese researchers have implemented mental health programs but found that school interventions showed minor treatment effects and the limitation of maintaining and generalization. The current study employed wellbeing education focusing on gratitude writing which has been demonstrated effectiveness to promote wellbeing.
Primary school students voluntarily participated in the program for eight weeks, implemented during 10- to 15-minute extra class periods or as homework. Sixty-nine students aged 7-8 years completed questionnaires including wellbeing, social support perception, and classroom adjustment, three-time points under the supervision of their homeroom teachers. Significant positive changes appeared in the well-being group compared to the waitlist group, which may indicate the efficacy and feasibility of the program in Japanese schools.
We discuss the usefulness of wellbeing education that made handy implementation with brief gratitude writing in schools during the COVID-19 pandemic period. Also, limitations and future directions are debated.
Primary school students voluntarily participated in the program for eight weeks, implemented during 10- to 15-minute extra class periods or as homework. Sixty-nine students aged 7-8 years completed questionnaires including wellbeing, social support perception, and classroom adjustment, three-time points under the supervision of their homeroom teachers. Significant positive changes appeared in the well-being group compared to the waitlist group, which may indicate the efficacy and feasibility of the program in Japanese schools.
We discuss the usefulness of wellbeing education that made handy implementation with brief gratitude writing in schools during the COVID-19 pandemic period. Also, limitations and future directions are debated.
Biography
Yuki Matsumoto
Professor
Tokushima Bunri University
A gratitude writing intervention with Japanese children in Schools: Results of the Preliminary Trial
Abstract
The study examined the efficacy and feasibility of gratitude writing activities based on positive psychology developed by the authors in a Japanese school context. UNICEF (2020) reported the outcomes for child well-being among 41 OECD and EU countries and tagged Japan as 37th. Japanese researchers have implemented mental health programs but found that school interventions showed minor treatment effects and the limitation of maintaining and generalization. The current study employed wellbeing education focusing on gratitude writing which has been demonstrated effectiveness to promote wellbeing.
Primary school students voluntarily participated in the program for eight weeks, implemented during 10- to 15-minute extra class periods or as homework. Sixty-nine students aged 7-8 years completed questionnaires including wellbeing, social support perception, and classroom adjustment, three-time points under the supervision of their homeroom teachers. Significant positive changes appeared in the well-being group compared to the waitlist group, which may indicate the efficacy and feasibility of the program in Japanese schools.
We discuss the usefulness of wellbeing education that made handy implementation with brief gratitude writing in schools during the COVID-19 pandemic period. Also, limitations and future directions are debated.
Primary school students voluntarily participated in the program for eight weeks, implemented during 10- to 15-minute extra class periods or as homework. Sixty-nine students aged 7-8 years completed questionnaires including wellbeing, social support perception, and classroom adjustment, three-time points under the supervision of their homeroom teachers. Significant positive changes appeared in the well-being group compared to the waitlist group, which may indicate the efficacy and feasibility of the program in Japanese schools.
We discuss the usefulness of wellbeing education that made handy implementation with brief gratitude writing in schools during the COVID-19 pandemic period. Also, limitations and future directions are debated.
Biography
Dr. Yuki Matsumoto is a professor and psychologist working for the School of Human Life Sciences, Tokushima Bunri University in Japan. She was awarded her Ph.D. at the University of Queensland. Her research interests include prevention/ intervention of child mental health problems and a universal preventive approach based on SEL in schools.
Dr. Yuma Ishimoto is an associate professor working for Teacher Education Center, Tottori University in Japan. His research interests include the prevention/ intervention of mental health problems among typically developed children and children with disabilities.
Yu Takizawa is a counseling psychologist and a Ph.D. candidate at the Centre for Health Services Research, the University of Queensland. He is also a lecturer at Tsuru University and a research fellow at Tsukuba University in Japan.
