Practices and practical resources
Gratitude practices
Rev. Jennifer Bourque
Category / branch (in the tree of contemplative practices): Generative, ritual/cyclical (if used in opening/closing a gathering).
Gratitude practices vary widely. Some are simple: a child learning to sign “thank you” before they can speak, a note of appreciation to a colleague, a quick “thanks” when stepping off the bus, a moment of appreciation before a meal. Others are more formal or closely tied to particular worldviews or contexts, like harvest rituals or an author’s acknowledgments in a new book. In different fields, gratitude is understood as an emotion as well as a cross-cultural virtue (Eamons & Crumpler, 2010). At the Multi-faith and Spirituality Centre, we’ve found ways to invite people to express their gratitude during gatherings as an invitation to embody and articulate a particular value (i.e. gratitude) among groups with diverse worldviews and practices. It’s often become a moment of getting to know each other on a more human level: people list things they are grateful for which may be profound or silly. Below, I suggest ways that this practice might be adapted from a co-curricular setting to other university contexts.
What to be aware of
It may be helpful to introduce this practice in a way that avoids suggests either that gratitude is the only or primary emotion participants should feel, or that they need to name something “important” in this practice. The facilitator of this practice can acknowledge experiences of challenge in or beyond the group and introduce the practice in a way that is invitational. In the example below, the leader give examples of different things participants could mention in their opening. This practice could follow any ground rules or group engagements that help participants develop trust, to allow them adequate security to share honestly while setting guidelines around expected responses in the context of groups with diverse life experiences.
Facilitators or instructors should use caution when introducing this practice in situations of conflict or stress to ensure participants do not feel that they are being asked to ignore difficult realities; other forms of opening or other gratitude practices (e.g. recognizing individual contributions privately) might be better suited to these cases.
Ways to use this in the classroom
This practice does not require any equipment or set up as described (though some of the alternatives require some materials) and is designed to be used with a group of any size during an opening or closing moment in the classroom, meeting or other gathering. It is designed to create a moment of transition into and out of the group, provide for a sort of contemplative “ice breaker” that focuses on the individual’s connection to others and the broader world rather than their personal characteristics and accomplishments. A few additional benefits:
- It models a contemplative practice that is quick and easy to adapt and use outside the gathering (Tolcher, Cauble & Downs, 2022).
- It creates the conditions for connection between participants without prior relationships and may develop new connections among participants with existing relationships.
- Participants can relate the practice to their own worldview and values.
- Gratitude is positively correlated with altruism, connection and mental and physical wellbeing (Bono & Sender, 2018; Wood, Froh & Geraghty, 2010). Gratitude practices can increase student wellbeing (Tolcher, Cauble & Downs, 2022).
Instructions
As an opening:
- After the group has gathered, set any needed norms and given an overview of the time together, the facilitator invites participants to share their names, any other relevant information and one thing from the last week they are grateful for.
- They can explain that this is a way of connecting with each other and can tell participants about some of the benefits of on-going gratitude practice, if relevant.
- The facilitator can suggest examples (e.g. “you might be grateful for something that’s really important to you—getting a new job or receiving a significant gift—or something more ordinary, like the sun today or a cool piece of art you saw on the way here”.)
- The facilitator should make it clear that participants are free to pass, only answer part of the prompt, or to defer their contribution until later in the opening.
- The facilitator could hold a moment of silent reflection; this could allow participants to reflect on their own before sharing.
- Participants can be invited to share in any order—around the circle, by inviting the next person to speak, by speaking up when they are ready, or any other format.
As a closing:
- Invite participants to share what they are taking away from the class/gathering. This can be done aloud or in writing.
- The facilitator may encourage participants to think about this in terms of gratitude—for themselves, co-participants, the space, the material covered and scholarship behind it—if appropriate or may model gratitude.
- The facilitator is encouraged to model gratitude by thanking participants for their presence and contributions.
Alternatives
The practice can be adapted with any accessibility considerations otherwise used in the gathering (e.g. microphones, translation, offering the option to write instead of speaking). Participants should feel free to pass, answer part of the question, or ask to “pass for now” so they can contribute later. As this is an opening and ice-breaker activity, participation can include listening only, but it may be valuable to encourage all participants to remain in the gathering during this practice.
If the facilitator wishes to adapt this practice, they could set up a gratitude wall or tree so participants can add their gratitude over time/without their name.
Gratitude wall materials:
- white board, chalkboard, posterboard or blank wall space
- appropriate writing materials (dry erase markers, chalk, pens/pencils/markers)
- (optional: Post-It notes)
Gratitude tree materials:
- Branch(es) in a study container (vase, jar or bucket)
- Hanging tags with string/ribbon
- Writing materials (pens/pencils/markers)
Set up the gratitude tree or wall in an appropriate area of your gathering space. Invite participants to add things for which they are grateful to the wall or tree over the course of the gathering. As above, the facilitator can suggest examples, discuss the importance of gratitude and ensure that participants know the practice is optional.
Additional resources
Visit our reference and resource library for additional resources on evidence of benefits for students and educators.
