Browsing by Autor "Gordon Ingram"

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Compassion-focused imagery reduces shame and is moderated by shame, self-reassurance and multisensory imagery vividness
(PAGEPress (Italy), 2019) Iona Naismith; Camilo Duran Ferro; Gordon Ingram; William Jiménez‐Leal
Compassion-focused imagery (CFI) is an emotion-regulation technique involving visualization of a person, animal or object offering one compassion, to generate feelings of safeness. It is proven to increase self-compassion and reduce negative affect. This study explores two hypotheses not previously investigated: i) which sensory modalities can stimulate compassionate affect; and ii) whether presentation of pictorial stimuli can enhance CFI. Additionally, we examine iii) whether CFI can reduce shame and iv) whether self-criticism inhibits CFI, since previous studies have involved small samples or methodological limitations. After completing measures of self-criticism, selfreassurance and imagery abilities in five sensory modalities, participants (n=160) were randomly assigned to look at compassionate images during CFI (visual input), compassionate images before CFI (priming), or abstract images (control). Participants trialled CFI then rated compassionate affect and completed open-response questions. Before and after CFI, participants recalled a shame-based memory and rated state shame. Correlational analyses explored whether self-criticism, self-reassurance, and multisensory imagery abilities moderated outcomes. CFI significantly reduced shame regarding a recalled memory, particularly for those high in shame. Compassionate affect was predicted by imagery vividness in visual and bodily-sensation modalities. Self-criticism predicted poorer CFI In multiple regressions, self-reassurance predicted poorer CFI outcomes but self-criticism did not. Between-group effects did not emerge. Qualitative data suggested that pictures helped some participants but hindered others. CFI is a promising technique for shame-prone clients, but may be challenging for those with low imagery abilities or unfamiliar with self-reassurance. Multiple senses should be engaged.
Gossip and Reputation in Childhood
(2019) Gordon Ingram
Analysis of the development of gossip and reputation during childhood can help with understanding these processes in adulthood, as well as with understanding children’s own social worlds. Five stages of gossip-related behavior and reputation-related cognition are considered. Infants seem to be prepared for a reputational world in that they are sensitive to social stimuli; approach or avoid social agents who act positively or negatively to others, respectively; and point interaction partners toward relevant information. Young children engage in verbal signaling (normative protests and tattling) about individuals who violate social norms. In middle childhood, the development of higher-order theory of mind leads to a fully explicit awareness of reputation as something that can be linguistically transmitted. Because of this, preadolescents start to engage in increased conflict regarding others’ verbal evaluations. Finally, during adolescence and adulthood, gossip becomes more covert, more ambiguous, and less openly negative. The driving force behind all these changes is seen as children’s progressive independence from adults and dependence on peer relationships.
"Gratitude is Thanking Someone, and Happiness Is Showing It": A Qualitative Study of Colombian Children's Perspectives on Gratitude
(National University of Colombia, 2023) Gordon Ingram; Yvonne Gómez; Marta Carolina Ibarra; Patricia Jaramillo; Karen Daniela Robles; Sonia Carrillo
As a character strength, gratitude is linked with positive emotions and can potentially provide many benefits to children and adolescents. Yet little is known about how and why children typically experience gratitude, and how to promote its development. We conducted 10 focus groups and written exercises with 38 Colombian fifth-graders (19 girls and 19 boys), from one public school and two private schools, to explore different components of their gratitude experiences, namely, the benefactors, benefits, feelings, and behavioral expressions associated with gratitude, using a theoretical/ deductive thematic analysis. There were many commonalities in the themes of the gratitude elements found in both girls’ and boys’ answers, and in both public and private schools. One element of gratitude not anticipated in the analysis was the degree of effort that children saw benefactors (particularly family members) investing in them. These findings can be used to inform educational interventions, making them more relevant to children in Colombian and other Latin American contexts.
<i>Expedition Gratitude</i> : Evaluation of an Educational Program to Promote Gratitude in Colombian Schools
(Taylor & Francis, 2025) Sonia Carrillo; Yvonne Gómez; Gordon Ingram; Juan Pablo Molano-Gallardo
“La Gratitud es Agradecer a Alguien, y la Felicidad es Mostrarlo”: Un Estudio Cualitativo de las Perspectivas de Niños Colombianos Sobre la Gratitud
(Universidad Nacional de Colombia, 2023) Gordon Ingram; Yvonne Gómez; Marta Carolina Ibarra; Patricia Elena Jaramillo; Karen Daniela Robles; Sonia Plasencia Carrillo
As a character strength, gratitude is linked with positive emotions and can potentially provide many benefits to children and adolescents. Yet little is known about how and why children typically experience gratitude, and how to promote its development. We conducted 10 focus groups and written exercises with 38 Colombian fifth-graders (19 girls and 19 boys), from one public school and two private schools, to explore different components of their gratitude experiences, namely, the benefactors, benefits, feelings, and behavioral expressions associated with gratitude, using a theoretical/ deductive thematic analysis. There were many commonalities in the themes of the gratitude elements found in both girls’ and boys’ answers, and in both public and private schools. One element of gratitude not anticipated in the analysis was the degree of effort that children saw benefactors (particularly family members) investing in them. These findings can be used to inform educational interventions, making them more relevant to children in Colombian and other Latin American contexts.
Teaching Gratitude Through Digital Play: Insights from Prototyping and Usability Testing with Colombian Children
(RELX Group (Netherlands), 2025) Gordon Ingram; Sonia Carrillo; Yvonne Gómez; Mario Linares‐Vásquez; Leonardo Parra; Mauro Perdomo; Juan Pablo Torres