Two members of the International Forgiveness Institute (IFI) Board of Directors have been selected to receive an international award recognizing their Forgiveness Therapy research. Dr. Robert Enright, founder of the IFI, and Dr. Richard Fitzgibbons, MD, Director of the Institute for Marital Healing just outside Philadelphia, PA, have been named the 2019 recipients of the Expanded Reason Award.
The prestigious award is presented annually by the University Francisco de Vitoria (Madrid, Spain) in collaboration with the Vatican Foundation Joseph Ratzinger/Benedict XVI (Rome, Italy) “to recognize and encourage innovation in scientific research and academic programs.”
Recipients (only two researchers are selected worldwide each year) are determined by an international panel of seven judges who examine books and journal articles to ascertain who across the globe is conducting innovative and exceptional research that cuts across the social sciences. The award criteria includes the challenge of establishing a dialogue of particular sciences with philosophy and theology in line with the thought of Pope Benedict XVI who led the Catholic Church from 2005 – 2013.
Drs. Enright and Fitzgibbons co-authored the book Forgiveness Therapy: An Empirical Guide for Resolving Anger and Restoring Hope. The book, published by the American Psychological Association (APA) in 2015, signifies that Forgiveness Therapy is now rightfully taking its place alongside such historically accepted therapies as Psychoanalysis, Humanistic Psychotherapy, and Cognitive Behavioral Therapy.
Forgiveness Therapy is actually a new and updated version of a previous book by Drs. Enright and Fitzgibbons, Helping Clients Forgive, that was published in 2000, also by the APA. The new 358-page volume helps clinicians learn how to recognize when forgiveness is an appropriate client goal and provides concrete methods for working forgiveness into therapy with individuals, couples and families. It is grounded in theology, philosophy, psychiatry, education and the social scientific method.
Dr. Fitzgibbons is a long-time research associate of Dr. Enright’s. Trained in psychiatry, he has worked with hundreds of couples over the past 40 years. His book, Habits for a Healthy Marriage: A Handbook for Catholic Couples, will be published later this month by Ignatius Press.
Dr. Enright, in addition to founding the IFI 25 years ago, has been a professor with the University of Wisconsin-Madison School of Education’s highly-regarded Department of Educational Psychology since 1978. He is the author or editor of seven books and more than 150 publications on social development and the psychology of forgiveness. He pioneered forgiveness therapy and developed an early intervention to promote forgiveness–the 20-step “Process Model of Forgiving.”
Both Dr. Fitzgibbons and Dr. Enright have been invited to attend and formally accept their awards at the Expanded Reason Awards Ceremony on Sept. 19, 2019 at the University Francisco de Vitoria in Madrid.
The Expanded Reason Awards recognize extraordinary teachers and researchers.
The Awards Ceremony is part of the 3-day International Expanded Reason Congress in Madrid that brings together university researchers and teachers from all over the world. The Congress seeks to deepen the dialogue among science, philosophy, and theology through presentations, roundtable discussions, and workshops. Dr. Fitzgibbons and Dr. Enright will be outlining the concepts behind their winning project in a talk that will also be published in the official proceedings of the Congress.♥
- Read the award conditions and criteria used by the judges. You’ll be amazed.
- Read Dr. Fitzgibbons biographical summary on the Institute for Marital Healing website.
- Read Dr. Enright’s biographical summary on the IFI website.
- Contact Dr. Enright and/or Dr. Fitzgibbons via email at this address: email@example.com
Recent statistics illustrate an increase in elementary school children dying by suicide (Dillard, 2018). Three nine-year old children took their own lives this past year and bullying was related to all three deaths. Hate incidents at school are increasing at alarming rates although most incidents of hate are not reported. Along with increases in suicide and suicide ideation, anxiety and depression in youth are on the rise (Dillard, 2018).
Helping students develop empathy toward others is a key strategy in bullying prevention and intervention and according to a recent NY Times article (Brody, 2018), it is critical that we help kids develop empathy early in their lives. Social emotional learning (SEL) programs that include a focus on empathy and regulation of emotions are being recognized as an important part of the school curriculum for all students (Zakrzeski, 2014) and based on recent statistics, there is a need for more SEL programs in schools today.
According to Cook-Deegan (2018), social-emotional learning teaches the key attitudes and skills necessary for understanding and managing emotions, listening, feeling and showing empathy for others, and making thoughtful, responsible decisions. Research illustrates that including social-emotional learning (SEL) in the curriculum is good for both students and their teachers (Zakrzeski, 2014).
Forgiveness education, with its focus on recognizing and validating students’ anger as well as teaching students to express emotions in a healthy way, understand the perspective of others, recognize the humanity in all, and increase empathy and compassion, is one form of social-emotional learning that is currently being investigated by researchers (Enright., Knutson, Holter., Baskin, & Knutson, 2007; Freedman, 2018).
The forgiveness education research project described here was based on a quasi-experimental pre-test post-test design with two classes of 5th grade elementary school students attending a low-income school in a Midwestern community. There were approximately 25 ten and eleven-year old students in each class representing a diverse group of races and ethnicities.
The forgiveness education curriculum consisted of 10 weekly lessons of 30 minutes in duration with two days of pre-testing and two days of post-testing. Although all students received the forgiveness education, only the students who returned signed consent forms from their parents completed pre and post-tests (30 out of 50 students total – 16 students in one class and 14 students in another class).
The forgiveness education was taught by the researcher (and author of this blog) and occurred in each classroom on different days of the week. The same weekly lesson was taught in each classroom and the forgiveness education curriculum was based on Enright’s four-phase, 20-unit process model. Selected children’s literature was used to teach and illustrate forgiveness and related concepts to the students.
Certain principles from the chapter, “Helping Children and Adolescents Forgive”, in Enright’s (2001) book, Forgiveness is a Choice, guided the education. First, the idea that it is always the child’s choice to forgive was highlighted. Second, the curriculum was developed with the understanding that children may not understand forgiveness in the same was as adults. Third, the point that forgiving and reconciling are not the same thing was emphasized. Fourth, the rationale for this education and research project was based on the realization that if children are going to learn about forgiveness they need to be educated about it and know that it exists as an option as well as the knowledge that children learn more deeply when challenged and encouraged.
After the project, quantitative results illustrated that students increased significantly in their forgiveness toward a specific offender from pre-test to post-test. Students reported being hurt by friends, siblings, mothers and other students. Students also showed significant increases in their knowledge of forgiveness from pre-test to post-test.
Qualitative results illustrated that students both enjoyed and benefited from the forgiveness education curriculum. Specifically, when asked about what they learned and enjoyed about the forgiveness education, 14 students reported that the forgiveness education “helped them learn to forgive someone”.
Specific statements included, “I like forgiveness because in the future we will meet other people that we do not like but we still need to forgive them”; “Forgiveness has helped me forgive people I couldn’t forgive in a long time”, “It helps me forgive people when they make bad choices”; and “I liked learning because I have learned how to forgive someone like I am trying to forgive someone right now”.
Ten students reported that learning about forgiveness helped them know more about “being nice and showing kindness to others”. Specific comments included, “Even if people you know are mean to you, you can still be nice to them. Don’t be mean to others”; “It helped me be nicer to my brother and friends”; and “You could always give a person that is mean to you a second chance because maybe the person that is being mean is having a bad day or got in an argument with their best friend”.
Nine students also reported that they “learned more about bullying” from the forgiveness education. Specific comments included, “Some bullies get bullied so they are letting their anger out on somebody else”; “People are just hurt inside when they bully”; Even though somebody is being mean to you, you could still forgive them”; and “When you have empathy you want to know how they feel and then you can put your feet in their shoes, and if you are getting bullied you can turn them into a friend by knowing how they feel”.
Seven students reported that they “learned ways to calm down and let go of anger as a result of the forgiveness education. Six students stated that the forgiveness education taught them that “we are all the same underneath”. Another six students reported that they “learned about empathy”. Additional responses by more than one student included, “Forgiving is hard”; “Forgiveness is a choice”; “You don’t need an apology”; Forgiving takes time”; “Forgive but not forget”; and “Revenge is not part of forgiveness”.
This study illustrates the potential of forgiveness education to improve elementary school students’ psychological well-being and interpersonal relations as well as the importance of including forgiveness education in the school curriculum. Students who learn how to forgive and decrease their anger in healthy ways will be less likely to be involved in bullying and other violent acts (Freedman, 2018). This research is encouraging and needs to be replicated with additional populations of children and adolescents.
Live on Stage from Around the World:
90 Minutes of World Class Performances
The Kat Trio, formally known as The Ekaterinburg (Russia) Classical Trio, is composed of Victoria Gorbich (violin), Vladislav Gorbich (Clarinet), and Joseph Ross (pianist). The trio’s unique Russian arrangements and seamless transcriptions of timeless melodies feature classical works, well-known inspirational songs, and even American pop standards, including Scott Joplin’s rags.
Click this link to hear The Kat Trio perform Joplin’s hit tune “The Easy Winners.”.
The Varshavski-Shapiro Piano Duo is comprised of pianists Stanislava Varshavski (born in Kharkov, Ukraine) and Diana Shapiro (born in Moscow, Russia), who began playing together in 1998 after meeting at the Jerusalem Rubin Academy in Israel. After studying in Israel and the US, both pianists completed Doctoral degree studies at the University of Wisconsin-Madison in 2011.
Click here to listen to The Varshavski-Shapiro Piano Duo perform three of their piano classics.
Miles McConnell is a classical guitarist from central Florida who has studied and performed around the world and who is now based in Madison, WI, where he earned the Doctor of Musical Arts degree in Classical Guitar Performance in 2010. Miles has just returned from his performance at the Classical Guitar Retreat at the Cathedral of the Isles, on the isle of Cumbrae, in Scotland.
Click here to see and hear Miles play six of his classical arrangements.
$10 donation suggested.
ScreenAfrica, Johannesburg, South Africa – Two decades after the Truth and Reconciliation Commission addressed South Africa’s violent history of racial segregation, a new film returns to that time to grapple with the terrible truths of apartheid and its legacy.
The Forgiven, a film by award-winning director Roland Joffé, is a fictionalised account of Archbishop Desmond Tutu’s efforts as the head of the Truth and Reconciliation Commission to confront the atrocities of apartheid in an attempt to heal and unite South Africa.
“This is a subject that’s both social and political but also rather personal, because let’s be honest, we’ve all done things in our lives that we need forgiveness for, that we haven’t come to terms with,” Joffe says of the film. “We’re all prisoners of our history, whether it’s social, cultural or family.”
The drama follows Archbishop Tutu and his struggle – morally and intellectually – with a brutal murderer and member of a former apartheid-era hit squad over redemption and forgiveness.
According to the producers, the story is poignant and timely. “It reminds us of Archbishop Tutu’s gift of forgiveness and the healing it brings, and we are honoured to tell this story.”
“The film is a tribute to the remarkable and healing power of forgiveness and the outstanding compassion and courage of those who offered love and forgiveness as an antidote to hate and inhumanity.”
– Archbishop Desmond Tutu
Archbishop Tutu was honored with the 1984 Nobel Peace Prize for his opposition to South Africa’s brutal apartheid regime. His willingness to forgive those who tortured him, his nonviolent path to liberation, and his ability to articulate the suffering and expectations of South Africa’s oppressed masses made him a living symbol in the struggle for liberation.
The film will be released worldwide on Oct. 5, 2018. You can watch the film trailer at The Forgiven.
Archbishop Tutu, an Honorary Member of the International Forgiveness Institute Board of Directors, is the author of several books including:
- No Future without Forgiveness
- The Book of Forgiving: The Fourfold Path for Healing Ourselves and Our World
Editor’s Note: That designation was issued by CRUX Media last week as part of an intense and revealing interview with Dr. Enright that was conducted while he was in Rome for the Rome Forgiveness Conference at the University of Santa Croce.
Among the interview questions addressed by Dr. Enright, founder of the International Forgiveness Institute, were these: What does the science of forgiveness tell us? What are the consequences of forgiving? In such battle-scarred parts of the world as Northern Ireland, does your science work? Do you find religious people are more inclined to forgive?
ROME – Scientific study of the world has been around for a while now, so it’s rare these days to meet the founder of an entirely new branch of science. That, however, is what you’ve got in full living color in the person of Robert Enright, a Catholic who teaches at the University of Wisconsin in Madison, and who pioneered what’s today known as “forgiveness science.”
Enright has spent the last thirty-plus years developing hard, empirical answers, including a four-phase, twenty-step process to lead patients to forgive. He insists data prove it has positive effects, including tangible reductions in anxiety, anger and psychological depression, and gains in self-esteem and optimism about the future.
Enright is in Rome this week, to speak at a Jan. 18 conference on forgiveness at the University of the Holy Cross, the Opus Dei-sponsored university here. He’s applied his tools in some of the world’s least forgiving places, including Northern Ireland, Israel and Palestine, and Liberia. . . .
Read the rest of Dr. Enright’s interview with John L. Allen Jr., Editor of CRUX Media, an international, independent Catholic media outlet operated in partnership with the Knights of Columbus, the world’s largest Catholic fraternal service organization.
John L. Allen Jr. has written nine books on the Vatican and Catholic affairs and is a renowned columnist and speaker in both the US and internationally. His articles have appeared in The Boston Globe, The New York Times, CNN, NPR, The Tablet, Jesus, Second Opinion, The Nation, the Miami Herald, Die Furche, the Irish Examiner, and many other publications. He has received honorary doctorates from four universities in the US and Canada, is a senior Vatican analyst for CNN, and was a correspondent for the National Catholic Reporter for 16 years. Allen is a native of Kansas, a state in the exact geographic center of the US.