Tagged: “Enright Forgiveness Process Model”
This gift-giving is part of the amazing paradox of forgiving: As you give to the other, it is you who experiences healing. Our science supports this view. As people go through our Process Model of Forgiveness, they tend to reduce in anger, anxiety, and depression and to increase in self-esteem and hope. You can read a description of some of these studies in Enright and Fitzgibbons (2015), Forgiveness Therapy. Washington, DC: APA Books.
What if positive feelings toward the one who offended me do not emerge? What then? Do I give it more time?
Please remember that forgiveness is a process and we do not necessarily reach the highest levels of this process. If you do not develop positive feelings toward the person, but the strongly negative emotions shrink to manageable levels, then you definitely are on the pathway of forgiving. Yes, you can continue the process of forgiving with this person, but please know that you are doing well in your forgiving by reducing resentment.
Giving a gift to the other in forgiveness occurs in our Process Model later in the process. You need first to try to think of the one who hurt you in broader ways than just defining that person by the unjust actions. From there you can practice bearing the pain or standing in the pain so that you do not displace that pain onto the one who hurt you or onto others. Once you begin to feel stronger as you bear the pain, then you can consider giving a gift to the other. This might be a smile or a returned email or even a kind word about the person to others. I recommend giving a gift because this is what the moral virtue of forgiveness is on a deep level: being good to the one who was not good to you.
Sometimes It Takes 36 Years to Get Your Point Across: The Case for Forgiveness Therapy in Correctional Institutions
In 1985 I began to explore the social scientific study of forgiveness. At the time there were no published empirical studies on person-to-person forgiveness. For my very first attempt at a grant (36 years ago), I wanted to see if we could help men in a correctional institution to heal from past trauma due to severe injustices against them prior to their crime and imprisonment. The approach was to offer forgiveness therapy for those who experienced severe abuse when they were children, as a way of reducing the resentment that can be displaced, sometimes violently, onto unsuspecting others.
For that first grant attempt over three decades ago, I was interviewed by a world famous experimental psychologist who was part of this granting agency. This world famous person listened to my idea and then proclaimed, “This is an absolutely excellent idea. I am going to rate your protocol as #1 in this competition.” About a month later, much to my surprise, I received a rejection letter from the granting agency. I made a phone call to the world-famous experimental psychologist and asked about the contradiction between his saying how excellent the work is and then I received a rejection notice.
He angrily and intensively said to me, “Dr. Enright, you embarrassed me! I went into the meeting with very high-powered people, praised your work, and the entire committee was outraged. They said to me, ‘Give Enright money to help prisoners forgive?? No. In fact, those prisoners should be seeking forgiveness from all of us for the crimes they committed! Rejected!'”
I then went in different directions (other than corrections) with the randomized clinical trials of Forgiveness Therapy (now considered an acceptable form of psychotherapy by the American Psychological Association) until 5 years ago when professionals in corrections began to contact me saying that our Forgiveness Therapy approach might work well with incarcerated people and they asked me if I thought that was a good idea. Well……yes, I said.
We continued to be rejected as we submitted at least three more grant requests, all of which were rejected. So, we decided to move ahead with no funding.
Our point of Forgiveness Therapy in correctional institutions is this: Forgiveness Therapy first screens those in corrections to see if they have suffered abuse while growing up. Our scientific examination of this, now published in the Tier-1 journal, Clinical Psychology and Psychotherapy, shows that approximately 90% of the men in the maximum security correctional institution have had very serious injustices against them in childhood, such as ongoing sexual abuse and abandonment. In other words, the unjust treatment toward them as children has left them with a deep resentment that can then be displaced onto others in society. If we can find a way of reducing and even eliminating that resentment, then the person may be more amenable to traditional rehabilitation. Forgiving the abusers is the way to do this.
To forgive is to strive to be good to those who are not good to the forgiver. The one who forgives is practicing the moral virtue of forgiveness without excusing the behavior, or forgetting what happened (so it does not happen again), necessarily reconciling with the abuser, or abandoning the quest for justice.
For a year-and-a-half, a corrections psychologist within a maximum-security correctional institution engaged in a randomized experimental and control group clinical trial in which the professional worked with two groups of men, who were screened for abuse against them during childhood and currently have clinical levels of anger, anxiety, and depression and low empathy toward other people in general. The research program took 6 full months for two experimental groups.
The results show strong statistical effects for the Forgiveness Therapy in that those in the experimental group, after they forgave their abusers from childhood, went to normal or near normal levels of anger, anxiety, and depression and their empathy for people in general rose significantly relative to the control group that had traditional rehabilitation strategies. These results were maintained 6 months after the treatment ended for the first experimental group. These results are unprecedented in the published literature within a maximum security correctional institution. It is extremely difficult to improve empathy in this context. We found the strongest psychological effects for any rehabilitation approach ever published. Here is a reference to that Tier-1 publication:
Yu, L., Gambaro, M., Song, J., Teslik, M., Song, M., Komoski, M.C., Wollner, B., & Enright, R.D. (2021). Clinical Psychology and Psychotherapy.
We now are receiving inquires about this approach from scholars in Brazil, Israel, and Pakistan.
So, I have gone from being a total embarrassment to a granting agency 36 years ago to someone whom correction officials and researchers want to contact because of a vital idea. Viewpoints can change over a 36 year period. Sometimes we just have to be patient with true ideas that are life-giving until some in the world are ready to receive those ideas.
Read more about Dr. Enright’s prison work:
- Forgiveness Therapy in a Maximum-Security Correctional Institution: A Randomized Clinical Trial
- The Visit to a Maximum Security Prison
- Forgiveness Therapy for the Imprisoned in Israel
- Reflections from Prison: “Forgiveness Saved My Life”
Ample research has shown that depression is a significant and growing problem for today’s adolescents. Depression can impair a teenager’s cognitive functioning (i.e., thinking, reasoning, etc.), relationships with parents and peers, academic performance, and for cases of severe depression may even result in suicide attempts. Moreover, adolescent depression is also associated with poor outcomes in adulthood such as low-income levels, low educational aspirations, and high substance use.
Now, two international education and forgiveness specialists believe they may have uncovered one of the keys to reducing adolescent depression and major depressive disorder (MDD). According to the researchers, their first-of-its-kind study has shown that promoting social skills such as responsibility and self-control could be “particularly salient for the prevention of adolescent depression.”
The new study, A Longitudinal Analysis of Social Skills and Adolescent Depression: A Multivariate Latent Growth Approach, was published in the current issue of the International Journal of Psychological Research (the official publication of the Faculty of Psychology at San Buenaventura University in Medellin, Colombia.). The study authors included Dr. Zhuojun Yao, an educational psychologist and lecturer at Soochow (Suzhou) University in Suzhou, China, and Dr. Robert Enright, of our International Forgiveness Institute.
BACKGROUND: Adolescence is a period of increased vulnerability to depression because of complex changes in biology, cognition, and social domains. According to the 2019 National Survey on Drug Use and Health (NSDUH), 3.5 million adolescents aged 12 to 17 in the United States (14.4% of the total) had at least one Major Depressive Episode (MDE), and 70% of these adolescents had an MDE with severe impairment in 2018.
Most clinical depression among children starts in middle adolescence (ages 15-18) and is much higher for those in that age group than for those in early adolescence (ages 13-15). Although there are substantial empirical research studies demonstrating the association between social skills and adolescent depression, the authors of this study could not locate a single scientific work investigating how the change in social skills influences the change in depression from early to middle adolescence.
THE STUDY: To address this gap in fundamental knowledge, the researchers in this study questioned how changes in social skills (cooperation, assertion, responsibility, and self-control) influence changes in depression from early to middle adolescence. Using internationally respected measurement tools, the authors measured both social skills and depression in 1,064 participants (half boys, half girls). Those participants were drawn from a separate longevity study by the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD) that ran from 1991 through 2008.
STUDY RESULTS: According to the study authors, adolescents who had more increase in responsibility and self-control from 5th grade to 9th grade tended to experience a slower increase in depression; while adolescents who had more reduction in cooperation and assertion from 5th grade to 9th grade tended to experience a faster increase in depression. Overall, the results suggest that responsibility in early adolescence may decrease adolescent depression by protecting adolescents from risk-taking and problematic behaviors in middle adolescence.
“When used in association with other therapeutic modalities. . .the psychotherapeutic
use of forgiveness can resolve the anger associated with depressive disorders.”
Dr. Robert Enright
IMPLICATIONS FOR FORGIVENESS: Interventions to reduce adolescent depression are becoming more important with each passing day because, as outlined above, adolescent depression also is associated with poor outcomes in adulthood. A 2009 study revealed that at least 27 million Americans take antidepressants, nearly double the number (13.3 million) who did so in the mid-1990s (Olfson & Marcus, 2009). Less understood is the fact that approximately 80% of adult mental disorders begin during childhood and adolescence (Kim-Cohen et al., 2003) and typically include an intense emotional state of anger.
“Anger begins in early childhood and later extends to relationships with significant others, particularly those one wants to trust,” Dr. Enright writes in Forgiveness Therapy, the widely-heralded forgiveness intervention manual he authored with psychiatrist Dr. Richard Fitzgibbons. “Anger from childhood hurts and disappointments with parents and others can be unresolved and later misdirected unconsciously at others. [page 108]
“Once anger develops, three options are available for addressing this powerful and complex emotion: denial, expression (active or passive-aggressive), and forgiveness. If the anger is resolved through a forgiveness process, it can facilitate the healing of the associated sadness, depression and the tendency to ruminate over past hurts.” [page 108]
According to Dr. Enright, “This study provides yet another compelling reason why we need Forgiveness Education in our schools NOW.”
This study on adolescent depression is just one of the many research projects undertaken by Drs. Zhuojun Yao and Robert Enright. Others include:
- The influence of moral stories on kindergarteners’ sharing behavior
- The role of consequences of moral action in maximizing moral elevation
- Belief in altruistic human nature and prosocial behavior: a serial mediation analysis
- The Link Between Social Interaction with Adults and Adolescent Conflict Coping Strategy in School Context