A way to grow? An exploration of the impact of different types of gratitude diary and the association between gratitude and post traumatic growth

Abstract

Gratitude is a trait which can be cultivated to help us become more satisfied with the past (Seligman, 2002). As such, it is plausible that gratitude could be associated with Posttraumatic Growth (PTG; a positive psychological change occurring in the aftermath of an adverse experience; Tedeschi & Calhoun, 2004) and this forms the focus of a systematic literature review. This review tentatively finds evidence of the association between gratitude and PTG and presents its findings in the context of gratitude being a correlate to PTG, predicting PTG and being a mediating and/or moderating variable in PTG’s relationship with other variables (e.g., social support and deliberate rumination). By understanding how gratitude is associated with PTG we might better understand how to utilise gratitude interventions to facilitate positive psychological change. Limitations of the review are discussed along with proposals for future research and implications for educational psychology practice. It is hoped this review contributes to how we can best support young people in the context of current global adversities.
Gratitude diaries are a positive psychology intervention used with children and young people (CYP); the evidence regarding their effectiveness, however, is mixed. In an empirical study it is explored whether diaries presented in a positively reinforcing (i.e., writing to feel good) or negatively reinforcing (i.e., writing to avoid feeling bad) style, has an impact on children’s gratitude and wellbeing scores in comparison to a control group. Children from three different year groups in a UK primary school were randomised at a class level to one of three groups (intrinsic motivation , moral obligation , event diary) and filled out a daily diary at school for three weeks. Children completed four self-report measures which explored gratitude, positive affect, and sense of school belonging, across three time points (pre and post intervention and at a three week follow up). No significant effect of diary condition was found on gratitude or wellbeing scores across the whole study. There was mixed evidence regarding changes in participant gratitude scores, with one gratitude measure indicating a significant effect of time, such that gratitude scores increased over time in all three conditions. The findings are discussed considering the strengths and weaknesses of the research, and it is suggested that gratitude diaries may be more beneficial as a targeted intervention, rather than a universal one.

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ORCID for Catherine Brignell: orcid.org/0000-0001-7768-6272

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