Forgiveness Education Research Articles

유아의 도덕적 판단 및 용서개념 연구: 유아의 연령을 중심으로

Objectives The purpose of this study was to examine the moral judgment, differences in the concept of forgiveness, and the developmental stage of the concept of forgiveness according to the age of children aged 3 to 5. Methods Data were collected using video records (VTR) and interviews containing moral judgments and forgiveness concepts for 46 people aged 3 to 5 who are enrolled in kindergartens affiliated with universities in Gyeonggi-do. Descriptive statistics, frequency analysis, and chi-square test were performed on the collected data using SPSS 23.0. Results First, the moral judgment of children aged 3 to 5 differed according to age. Second, there was an age difference in the concept of forgiveness of children aged 3 to 5 in terms of whether or not to play together, which is a sub-factor. Third, the development stage of the concept of forgiveness in children aged 3 to 5 was no age difference in the developmental, children are mainly found to be a second stage of restitutional forgiveness. Conclusions This study verified age differences in children's moral judgment and forgiveness concepts. It is meaningful in that it provides implications and educational directions for forgiveness education to parents and teachers.

Ten Years of Teaching Forgiveness Education in the Schools of Greece: Looking toward the Future

This article presents the accumulated experience and outcomes after ten years of forgiveness education (FE) in the schools of Greece. The author implemented the program throughout Greece by publishing new books on FE adapted to the Greek culture and training an interdisciplinary team of educators through both in-person and online workshops in several Greek cities. Using feedback from the experiences of the trained teachers and the participating students, a lot of valuable information was obtained for the future expansion of forgiveness education programs. Our objective is to provide a conceptual map for educators so that they may be better equipped when designing their own implementation plans for forgiveness education programs in other schools and countries. Dissemination practices and innovative methods are suggested. Recommendations for the future also include steps for the development and growth of FE in institutions and settings outside the school environment, thus spreading FE concepts and the resultant new ways of thinking and practices throughout the community.

Exploring Forgiveness through Theologically Informed Education: Lessons from Judaism

Education serves as the primary line of defense against crime and other psychological difficulties. Children exposed to adversity and emotional challenges may be susceptible to various risks, potentially leading to criminal activities. Forgiveness has been demonstrated as a healing influence in the lives of individuals who have experienced hurt and accumulated negative emotions due to life events. Understanding forgiveness from a young age, in both theory and practice, may facilitate improved relationships and psychological well-being. This article underscores the significance of forgiveness education, advocating for a culturally and theologically sensitive approach. In this article we will offer an example of integrating forgiveness education principles with insights from Judaic sources. The aim is to generate insights regarding theologically sensitive forgiveness in general by focusing on Judaism. As we demonstrate, the implications of this approach extend beyond the Jewish context, and our conclusions and recommendations are applicable to diverse cultures and religions worldwide.

A Qualitative Exploration into How Teachers Understand and Practice Forgiveness

Forgiveness, though hard for many to simply define in concrete terms, is not necessarily a foreign concept or practice for the average individual. In an attempt to further understanding of forgiveness, the present study gathered the thoughts, opinions, and experiences of a specific community of individuals, public school teachers. Using a series of six focus group interviews, analysis of data produced insights and conclusions related to how teachers understand forgiveness in theory and practice, how they practice forgiveness within their jobs, and their thoughts on forgiveness or virtue education within schools. Thematic analysis is presented with quotational support and a discussion of application to both forgiveness theory and future forgiveness education pursuits is offered in summation. Due to the many mental, emotional, and physical health benefits associated with forgiveness, the value of exploring forgiveness and forgiveness education is readily evident. This study provides a glimpse into the experiences of a community of individuals who practice forgiveness regularly within the context of their jobs as public school educators.

Incorporating the Developmental Considerations in a Proposed Forgiveness Education Intervention for Suicidal Adolescents

This paper first explores the risk factors associated with adolescents’ suicidal thoughts, attempts, and behaviors within different developmental domains and in the environment, using the developmental systems theory (DST). The most frequently identified risk factor for suicide, psychological pain, is examined in terms of its nature, expression, and possible cause. This paper criticizes the current empirical research of suicidal adolescents’ interventions on two issues: (1) lack of concern for fundamental issues in lifespan development and (2) inadequate treatment of the emotional needs resulting from the psychological pain in adolescents. Finally, this paper proposes forgiveness education intervention as targeting the emotional needs, particularly psychological pain, for suicidal adolescents.

Effectiveness of forgiveness education with adolescents in Iran: Increasing the positive psychology of empathy, altruism, and willingness to forgive

ABSTRACT The aim of the current study was to investigate the effect of forgiveness education on positive psychology variables (empathy, altruism and willingness to forgive) in Iranian adolescents. Two hundred twenty-four (Persian, Azeri, and Kurdish) male and female students in eighth grade participated. Schools were randomly assigned to experimental (N=123) and control (N=101) groups. Measures include the Toronto Empathy Questionnaire, Altruistic Personality Scale, and Willingness to Forgive Scale, administered at pre-test, post-test, and follow-up. The experimental group was presented with 15 weekly sessions of teaching forgiveness programs by classroom teachers. The results showed that the experimental group improved more in degrees of empathy, altruism, and willingness to forgive compared to the control group, and also at follow-up. It seems that forgiveness education programs can contribute to human flourishing with the increase of positive psychology in students, particularly in empathy, altruism, and willingness to forgive.

Forgiveness Education from an Aristotelian Realist Perspective: Can We Determine a Good Forgiveness Education Program?

If there is no Essence of forgiveness that cuts across many religious and philosophical traditions, forgiveness psychology becomes a cultural product with no implications beyond our confined time and space. In this article, we discuss forgiveness as a moral virtue from an Aristotelian realist perspective. We first attempt to define the Essence of forgiveness that centers on beneficence that develops within and flows to others for their good. We also discuss essential components of forgiveness that should be well captured in a good forgiveness education program. Then, we present two approaches to forgiveness education, the process- and story-based approaches, and show how they provide good applications of the Essence of forgiveness with specific qualities that cannot be reduced to its parts or confused with its Accidents or Properties. Finally, we provide practical implications with a focus on how cultural applications of the approaches presented are compatible with an Aristotelian realist view of forgiveness and, in fact, enrich the practice of forgiveness.

Forgiveness education as a form of peace education with fifth-grade students: A pilot study with implications for educators.

Forgiveness education as a form of peace education with fifth-grade students: A pilot study with implications for educators.

Teachers’ Views of Forgiveness Education: A Cross-Cultural Examination in Greece and Saudi Arabia

Most research exploring school-based forgiveness education programs focuses on student outcomes. However, some scholars have begun studying teachers’ views of forgiveness. We build on this work by exploring teachers’ views of forgiveness education in Greece and Saudi Arabia. A total of 134 teachers (76 Greek and 58 Saudi) completed a survey asking about the meaning of forgiveness, topics to include in forgiveness education, and benefits and challenges of forgiveness education. We compared responses between Greek teachers with and without experience delivering forgiveness education and between Greek and Saudi teachers. Greek teachers with and without forgiveness education experience had different views of the benefits and practical challenges of forgiveness education. The Greek and Saudi teachers differed in how they understood forgiveness in relation to reconciliation, excusing behavior, mercy, and beliefs about the benefits of forgiveness education for the classroom. Implications for the implementation of forgiveness education and teacher training are discussed.

Considerations in education for forgiveness and reconciliation: lessons from Arab and Muslim majority contexts

ABSTRACT This article presents lessons learned on the education for forgiveness and reconciliation in Muslim and Arab majority contexts, especially as part of civic engagement or across content areas. It first presents a brief review of the literature on forgiveness and reconciliation and ways they are interrelated in the larger Arab and Muslim contexts. Secondly, it points out religious and cultural sources that ground the practice of forgiveness and reconciliation. Thirdly, it presents the analysis of forgiveness stories collected from various Arab communities and discusses the main obstacles that hinder adopting a forgiveness and reconciliation agenda. Finally, it proposes forgiveness education and pedagogy based on stories to provide the framework and mechanisms to advance forgiveness and reconciliation education in schools and education spaces. We recommend utilizing local stories and storytelling as a method to delve into interpersonal and social conflicts.

Forgiveness and flourishing

Abstract This article reviews work that my colleagues and I have conducted over the past 20 years examining connections of forgiveness of others and self-forgiveness with flourishing. I also highlight our work investigating psychoeducational approaches to forgiveness education. Definitions of forgiveness of others, self-forgiveness, divine forgiveness, and flourishing are offered at the outset. Then I turn to considering conceptual models of the forgiveness and flourishing connection. I review both the stress-and-coping models of forgiveness of others and self-forgiveness, and suggest that these models offer a lens on how and why forgiveness might be connected to flourishing. Examples of research testing different aspects of these models are then offered with an eye toward understanding both the direct and mediating/moderating influence of forgiveness and self-forgiveness on flourishing. Forgiveness education is discussed next. Here I review leading methods of forgiveness education (i. e., REACH Forgiveness and Forgive for Good) and review both the steps of each model and provide examples of the efficacy trials that have been done to demonstrate that forgiveness is a teachable skill when appropriate methods are used. I conclude by summarizing what I have learned about forgiveness and suggest some areas of science and society in need of future forgiveness work.

A meta-analysis of forgiveness education interventions' effects on forgiveness and anger in children and adolescents.

Forgiveness education interventions instruct children and adolescents in understanding forgiveness and its role in healthy relationships. In this meta‐analytic review, 20 studies involving 1472 youth (51% female; M age = 11.66) from 10 countries (studies: 40% North American, 25% East Asian, 20% Middle Eastern, 15% European) were retrieved to determine forgiveness education interventions’ effects on youth outcomes. Hedges’ g and confidence intervals (CIs) were used to assess treatment effects. Findings suggest that forgiveness education interventions have a significant positive effect on forgiveness (g = 0.54, 95% CI [0.36, 0.73]) and anger (g = 0.29, 95% CI [0.11, 0.47]). Results lend support to the idea that children and adolescents who experience hurt from the unjust actions of others may benefit from learning about the process of forgiveness.

Exploring the association between forgiveness, meaning-making, and post-traumatic stress symptoms: The case of Hurricane Maria in Puerto Rico

Prior research suggests that meaning-making and forgiveness are associated with lower post-traumatic stress symptoms (PTSS) following exposure to trauma. Few studies have examined these factors in the aftermath of natural disasters. This study therefore aimed to investigate the relationship between meaning-making and forgiveness, and their association with PTSS after the 2017 Hurricane Maria in Puerto Rico. Bivariate correlations and hierarchical regression analyses indicated that meaning-making and forgiveness were negatively correlated with PTSS. Higher levels of “presence of meaning,” “self-forgiveness,” “forgiveness of others,” and “feeling forgiven by God” were significantly associated with lower levels of PTSS. Conversely, “search for meaning” was positively associated with PTSS. The results suggest the importance of meaning-making and forgiveness education for building and promoting well-being in the face of extreme stressors.

Effectiveness of forgiveness education with adolescents in reducing anger and ethnic prejudice in Iran.

This research investigated the effectiveness of a forgiveness education program on reducing anger and ethnic prejudice and improving forgiveness in Iranian adolescents. There were 224 (Persian, Azeri, and Kurdish) male and female students in 8th grade who were selected from 3 provinces: Tehran, Eastern Azerbaijan, and Kurdestan. Schools were randomly assigned to 2 groups of experimental (N = 123) and control (N = 101) students. Measures included the Enright Forgiveness Inventory, Spielberger’s State-Trait Anger Expression Inventory, and the Ethnic Prejudice Scale, administered at pretest, posttest, and follow-up. The experimental group had forgiveness education by classroom teachers. The results indicated that the experimental group was higher in forgiveness and lower in ethnic prejudice, state anger, trait anger, and anger expression compared with the control group. This difference was statistically significant in the follow-up phase. It seems that forgiveness education in schools can be an important means of reducing anger and ethnic prejudice. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Psychological Interventions in Fibromyalgia: An Updated Systematic Review

Background: There is a growing development of psychological approaches for fibromyalgia. Current scientific community advocates a biopsychosocial approach to pain management programme. Psychological interventions seem to contribute to an overall health improvement; however, the reason of their success is still unclear. The aim of this review is to analyze which direction psychological interventions are taking in fibromyalgia and whether there is any intervention proved to be more effective than others. Method: We conducted an updated search of a previous review, from 2013 to 2019 using web of science (all data base). Overall, according to the inclusion/exclusion criteria 72 original studies were identified. This review encompasses an exhaustive analysis of fundamental characteristics (participants' and interventions' characteristics, control group, target variables, quality of studies and outcome measures) and compares results with the intention of evaluating effectiveness of different interventions. Results: CBT remain as the most common treatment for fibromyalgia, both as a stand-alone treatment or included in a multicomponent program. Other interventions show promising results, such as ACT, mindfulness, relaxation and guided imagery approaches, and educational procedures. Also, encouraging outcomes for specific variables have been found in new emerging approaches. For instance, Emotional Expression Acknowledgment and Exposure (EEAE), Body Basic Awareness Therapy (BBAT), Group Music Imagery, Best Possible Self, Time In, Group Solving Therapy, Forgiveness Education and psychotherapy along with spiritual care. However, there is no evidence of superior techniques. All treatments seem to be beneficial when compared with control groups in at least one variable. Relaxation and education seem to be transversal elements across several treatments that might act as mediator variables. Conclusions: More studies regarding pain-related psychological variables and emphasising on transversal factors might contribute to unify different perspectives.

Forgiveness education from an Hegelian perspective

ABSTRACT Although school is an ideal location for teaching forgiveness because it mediates between the family and society, forgiveness education has been relatively neglected in schools. Most research and pedagogical models on forgiveness education to date are based on the psychological perspective which is individualistic in nature. Although empirical support for effectiveness of these models has been found, the individualistic foundation of these models ignores the collective aspect of forgiveness and forgiveness education. Hegel’s philosophy provides insights that can complement the individualistic perspective. Hegelian philosophy suggests that forgiveness enables mutual recognition to occur and the collective human consciousness to progress to higher stages of development in a dialectical manner. This paper proposes the major elements for forgiveness education from an Hegelian perspective that complement existing theories, research and practice forgiveness education: the importance of narrowing the reality-virtue gap, the renunciation of self, mutual recognition, reconciliation, awareness of one's duty to others, and finally the use of language.

Forgiveness education – A new strategy for the management of anger in the workplace: Literature review and research evidence

Forgiveness education – A new strategy for the management of anger in the workplace: Literature review and research evidence

Vergifnisonderwys in skole as voorkoming van moontlike toekomstige emosionele pyn

Sosiale onreg word op 'n daaglikse basis teenoor sowel enkelinge as groepe mense en gemeenskappe en selfs nasies gepleeg. In baie sodanige gevalle ervaar diegene teenoor wie die onreg gepleeg is oor lang tye emosionele pyn en word as gevolg daarvan die kliënte van beraders en terapeute. Die kernargument van hierdie artikel is dat heelwat van hierdie emosionele pyn en lyding voorkom kon gewees het indien mense van kleinsaf opgevoed (dit is, toegerus) was om te begryp wat die vra en die gee van vergifnis alles behels, ongeag of die oortreder om vergifnis vra of nie. As 'n mens die taak en funksie van skole deur die lens van die sosiale ruimte- en etiese funksieteorie bekyk, word dit duidelik dat skole as samelewingsverbande toevertrou is met onder meer die unieke funksie om jong leerders toe te rus om ook die ingewikkeldheid van die vra en die gee van vergifnis te kan bemeester. 'n Aansienlike deel van hierdie artikel word afgestaan aan 'n buitelyn van 'n vergifnisonderwysvakkurrikulum wat gevolg kan word deur onderwysers en ander opvoeders om hierdie toerustingsfunksie van die skool tot pedagogiese praktyk te maak.

Forgiveness as an educational goal with at-risk adolescents

An educational intervention using forgiveness as the goal was implemented with 10 at-risk adolescents attending an alternative school in a Midwestern city. The adolescents ranged in age from 15 to 19 years of age. A randomized experimental and active control group pre- and post-test design was used. Twenty-one participants were randomly assigned to either the experimental group (forgiveness education class) or the control group (personal communications class). Classes met daily for 31 sessions for approximately 23 hours of education. Enright’s process model of forgiveness was used as the focus of the intervention. Dependent variables included forgiveness, self-esteem, hope, depression, and state-trait anxiety scales. After the education, the experimental group gained more than the control group in forgiveness and hope, and decreased significantly more than the control group in anxiety and depression. Verbal reports from the experimental participants following the education also illustrate the positive impact forgiveness had on the students.

The Need for and Possibility of a Christian Forgiveness Education in Schools

ABSTRACTIndividuals and communities occasionally need asking and giving forgiveness. Because the process of forgiving is not always well understood, it has become necessary to consider including forgiveness education in school pedagogy and in formal school programs such as Citizenship Education. This possibility is illustrated with examples from South Africa and The Netherlands. To date, forgiveness education has mostly taken the form of brief research interventions. It is recommended that forgiveness education, also from a Christian viewpoint, be given a more prominent place in school curriculums as well as in teacher education programs.