CoverIntroductionWellbeing and Its Importance in SchoolsWhat models/frameworks exist to promote school wellbeing?What is the best approach for my school or district?Valuable Tools and ConsiderationYour Call to ActionStudent Wellbeing InterventionsPositive Emotion Three Good ThingsCounting BlessingsEnvisioning Best Possible SelfUnderstanding HumorThree Funny ThingsOutdoor LearningBringing the Outside InBibliotherapyEngagementRecognizing and Utilizing Personal StrengthsARCS Model of CuriosityCarousel BrainstormingGenius HourPerspective Taking and Role-PlayArts IntegrationDrawing and Coloring TherapyCulturally-Enriching and Arts-Based Field TripsCulturally Responsive PracticesEmotional Self-Regulation: RULER methodModeling Emotional Self-Regulation SkillsTeacher PraiseRelationshipsModeling Love, Kindness and ForgivenessActive Constructive RespondingDialogue JournalsSocial Belonging InterventionSecret Strengths SpottingPeer Praise NotesActs of KindnessVolunteeringFast FriendsBuddy BenchMeaningEducating Students about Benefit AppraisalsGratitude LettersTaking in the Good (HEAL)Mental Time TravelBrief Mindfulness ActivitiesMindful BellMindful BreathingBody Scan RelaxationMindful Walking/MovementFive Senses MindfulnessMindful PhotographyMindful Self-CompassionAccomplishmentFuture Thinking & When/Where PlansHope MapG-POWER Goal SettingEmbedded Self-Regulation StrategiesGrowth MindsetGrit and Deliberate PracticeDeveloping Students' Resilience and Coping SkillsHealth and VitalityHealthy Sleep HabitsClassroom Physical ActivityYogaCreative Playground EquipmentHealthy Body Image InterventionStudent-Led Health ProgramSchool-Led Interventions for Teachers and StaffSupporting Teacher AutonomyMindfulness TrainingCompassion TrainingHumor TrainingIncentivizing Physical ExerciseIndividual Interventions for Administrators, Teachers and StaffPositive and Reflective JournalingSelf-Regulation and Coping StrategiesSelf-AffirmationSelf Compassion LetterDiscovering and Utilizing Character StrengthsJob CraftingMindfulnessAdditional Interventions to ConsiderDedicated Wellbeing SpacesIndividual Wellbeing Plans for School EmployeesComprehensive Wellbeing ProgramsOther ResourcesAdditional Wellbeing FrameworksPROSPER

Counting Blessings

Keywords: Elementary, High school, Middle School

Another way to increase your students’ optimistic outlook is by having them “count their blessings.” This gratitude based activity has students list 5 things they are grateful for, on a daily or weekly basis. This simple activity only takes a few minutes and can be flexibly fit into a daily schedule. Having students reflect on things they are grateful for will help them combat negative emotions with positive ones and have greater enjoyment at school (Emmons & McCullough, 2003). 

Grade Level: All
Materials: Paper, writing utensil
Duration: 3-5 minutes daily or weekly. Repeat as needed.
Implementation:

1.Decide what time of day you will set aside for the activity each day.  If you decide to do the activity at the beginning of the day, consider having students reflect on the previous day.

2.Introduce students to the idea of counting blessings, or things they are grateful for and instruct them to write up to 5 each day.

3.Provide students a few minutes to write down and reflect upon blessings.

4.Repeat activity as needed, though it is recommended to continue the activity for at least 2 weeks.

Does it work?

One study of 221 early-adolescents performed the counting blessings activity each day for 2 weeks with a 3 week follow-up. Students were asked to list up to 5 things they were grateful for each day. Students who participated in the counting blessings intervention reported greater satisfaction with school, increased optimism, and decreased emotional distress (Froh, Sefick & Emmons, 2008). In a similar study, 201 undergraduate students (147 women, 54 men) were asked to list 5 blessings they were grateful for from the past week. After 9 weeks, the gratitude group “felt better about their lives as a whole, and were more optimistic regarding their expectations for the upcoming week" (Emmons & McCullough, 2003, p. 381). The researchers repeated this study two more times, with slight variations, and concluded that “people led to focus on their blessings were also more likely to report having helped someone with a personal problem or offered emotional support to another,” and reported that the activity resulted in increased positive emotions, a more optimistic life perspective, and decreased negative emotions (Emmons & McCullough, 2003, p. 386).

References:

Carter, P.J.,Hore, B.,McGarrigle,L.,Edwards,M.,Doeg,G.,Oakes,R.,Campion, A., Carey,G.,Vickers, K., Parkinson, J.A. (2018). Happy thoughts: Enhancing well-being in the classroom with a positive events diary. The Journal of Positive Psychology, 13 (2), 110-121. https://edtechbooks.org/-MRj

Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality & Social Psychology, 84(2), 377-389. https://edtechbooks.org/-MRj

Froh,J., Sefick,W. & Emmons, A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 49(2). 213-233. https://doi.org/10.1016/j.jsp.2007.03.005

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