This study aimed to examine students' subjective experiences and insights in response to engaging in a positive psychology exercise focused on gratefulness that was part of a college course. We conducted a qualitative content analysis of 97 reflection assignments submitted as part of undergraduate and graduate level positive psychology courses at a large public university. A grounded theory approach to qualitative research guided the analytic process. Six major themes emerged, including students’ thoughts about the interventions and difficulties with the experience, how the gratitude visit impacted their interpersonal relationships, reflections on the construct of gratitude, the effect of the intervention on their mood and stress levels, and beliefs about how the experience had and would continue to affect their lives beyond the course. Our findings support prior research suggesting the beneficial impact of experiential learning and imply that such experiential exercises are feasible in multiple levels of psychology courses.

Writing one’s own obituary has been promoted as a means to feel less anxiety regarding death and, as an experiential educational exercise, to clarify one’s values and goals and crystalize one’s professional visions. This study examined students' responses to engaging in an exercise that involved writing one’s own obituary as part of a college course in positive psychology. We conducted a qualitative content analysis of 97 assignments using a grounded theory approach. Students reported that they wanted to be remembered for positive personal characteristics and making a difference in people’s lives. Elements of a satisfying life included achievements both in the personal realm, as well as contributions to others and the world. Importantly, student reflections on the assignment indicated that they acknowledged that it was valuable in serving as a motivator to strive towards an ideal self, although some made comments relating to downplaying the role of achievements. Our findings contribute to prior literature exploring how psychology students interact with and benefit from experiential exercises in the classroom. They also provide much-needed insights into the subjective experiences of individuals engaging in this well-known positive psychology intervention.