Effectiveness of Gratitude Interventions for Managing Daily Stressors among High School Students

Abstract

Adolescent mental health problems are frequently caused by daily life stressors. The timely detection and management can lessen the likelihood of more serious issues. Therefore, the present research intends to test the effectiveness of school-based gratitude interventions in reducing daily stressors among high school students. A parallel group experimental design with control is used. 61 students were randomly assigned to the experimental group, while 59 served as wait-control. The experimental group completed a four-week gratitude intervention program (09 sessions with 45-80 minutes). The baseline assessment was carried out through the Inventory of High School Students Recent Life Experiences Urdu version. Mixed-model between-within-subject analysis of variance (ANOVA) showed a decrease in the scores related to daily hassles, excessive demands, personal future concerns, and social mistreatment. The effect size was moderate, suggesting the applicability of interventions within school settings. The other important stressors identified in this group were academic challenges, loneliness, and assorted annoyance. The focus on school-related experiences in this stress-reduction program serves as a milestone for considering school life as a buffer and improves the relationship among students, family, and teachers. The components of social interaction are important in reducing stress especially in interdependent cultures.