The Application Research Of Gratitude Intervention In Promotine The Well-being Of Middle School Teachers

Objective:Based on gratitude cognitive emotion theory, existed researches on gratefulness and the real situation of teachers, this paper developed a community intervention program available for them. Besides, this paper verifies the validity of promoting quality of gratitude and well-being of middle school teachers(teacher, for short).Methods:Method One:Single group pretest-posttest experiment. We took 34 teachers who are healthy both in physics and mental as objects and did pretest using the Gratitude Resentment and Appreciation Test (GRAT), the General Well-Being Schedule(GWB) and the Coping Style Questionnaire(CSQ). After that, we carried out a centralized group intervention which conducted eight times(ninety minutes each time) which lasted 16 days in all. Later, we did posttest using the same tools. After all the procedures, we assessed the short-term effect using the Group Members Satisfaction table.Three months later, we trace long-term effect revised by ourselves and investigated relative students, family members and colleagues using questionnaires.Method Two:This paper also used qualitative research in order to assess the effect of the Group Counseling. Qualitative research materials consist of three resources and we analyze correspondingly which include the feelings and experiences of teachers’ daily perception, the difference of teachers’ emotion, conversations and behaviors in the process of group counseling, concluding from gratitude cognition, emotion and behavior,and teachers’ behavior change in cases.Results:(1)Before and after the counseling, the Gratitude Resentment and Appreciation Test measurement data showed that teachers’ grateful quality was significantly improved (t=3.498 p<0.01)(2)Before and after the counseling, the General Well-Being Schedule measurement data showed that teachers’ general well-being was significantly improved (t=-2.846 p<0.01).(3)Before and after the counseling, the Coping Style Questionnaire measurement data showed that teachers’ coping style was significantly improved (t=10.628 p<0.01).Teachers could deal with problems in positive ways.(4)The Group Counseling test results showed that the team members were very satisfied.Tracking long-term effects also had good effect, indicating that this group counseling in promoting the well-being of teachers is effective.(5)Qualitative research data showed that teachers’gratitude cognition improved, gratitude emotion sublimated, gratitude behavior increased; teachers’positive behavior increased obviously in the following aspects:listen carefully when sharing ideas with others, appreciate others sincerely, communicate with others on their own, positive emotions increased obviously, and deal with difficulties rationally.Conclusions:(1)This Gratitude Group Counseling program is feasible and effective.(2)The effect of the Gratitude Group Counseling to promote teachers’well-being is significant and has good long-term effect.