Jesus Alfonso D. Datu’s research while affiliated with The University of Hong Kong and other places

Past meta‐analytic, systematic and narrative reviews have painted a highly optimistic backdrop on the psychological, physical and social rewards associated with gratitude. However, as most of these reviews focused on how gratitude facilitates optimal psychological functioning in typically developing samples, question remains on the extent to which these findings are generalizable to individuals with diverse special needs or disabilities. This scoping review aims to map scholarly evidence on the psychological benefits of gratitude in individuals with various special needs and exceptionalities. Most studies relied on the dispositional gratitude model (~59%) and cross‐sectional designs (~75%) in investigating gratitude in people with diverse needs. Majority of empirical investigations also focused on studying gratitude in Western cultural contexts such as the United States. Further, prior studies showed that gratitude increased positively valenced well‐being outcomes. Future theoretical implications and scholarly directions are charted.

Attention‐Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition that impacts approximately 5% of children worldwide. Children with this ADHD often struggle with behavioural issues that disrupt their ability to meet the demands of learning in educational settings. This research aims to identify the motivational strategies used by primary caregivers to address the challenging behaviours of Filipino kindergarteners diagnosed with ADHD via a qualitative research design. Focus group discussions and one‐on‐one interviews were conducted with 11 primary caregivers of children with ADHD. The findings identified the challenges faced and support strategies used by caregivers—parents or guardians—in supporting children with this neurodevelopmental disorder. This study highlights the motivational and academic benefits associated with employing preparatory, remediation, and teacher‐caregiver collaborative, and activity engagement strategies to address the needs of young children with ADHD. These findings underscore the importance of capacity‐building initiatives aimed at supporting caregivers of children with ADHD.