Over one million American grandmothers raise grandchildren and may experience stress that adversely affects their mental health. Resourcefulness training (RT) can minimize that stress. However, before testing the effectiveness of RT, intervention fidelity must be established. Purpose: This pilot study examined fidelity of two RT methods in 81 community-dwelling grandmothers raising grandchildren: journaling and digital recording. Theoretical framework. Resourcefulness theory informed RT intervention development, which includes personal and social resourcefulness skills. Methods. Grandmothers were randomized to RT with journal or recorder or comparison groups without RT. Quantitative data were collected on the Resourcefulness Scale; qualitative data came from journals and recorders. Grandmothers with RT were expected to score high on resourcefulness and describe use of resourcefulness in journal or recorder entries. Results: Grandmothers with and without RT differed on personal, social, and total resourcefulness (F’s(1,80)=22.72, 10.20, 21.86, p<.01). Grandmothers with RT described resourcefulness skills in journals or recordings; relying on family/friends, organizing daily activities, and using positive self-talk were described most frequently (70%, 58%, and 55%). Conclusion: The results suggest the implementation fidelity of RT using either the journal or recorder and support moving forward with testing the effectiveness of RT in reducing grandmother’s stress and promoting their mental health.

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