Tagged: “forgiveness research”

Criticisms of Forgiveness — 5th in a series: “Women Are Controlled by Men in Forgiving”

“The self-help books target women; research sometimes targets women. Forgiveness is asking women to tolerate men’s injustice; men would not be asked to do this toward women. Therefore, forgiving is playing out the power differential in the new societal struggle (which, to Marx, belonged once to ownership and labor in industry), which is the battle of the sexes.” Lamb (2002) made this point.

The argument is helpful if clinicians and researchers focus attention on only men or only women. In actuality, however, the pioneering research and interventions have been concerned about both. For example, Al-Mabuk, Enright, and Cardis (1995) educated both college men and women in forgiving deep hurts. The first empirical study on person-to-person forgiving published in psychology included both men and women (Enright, Santos, & Al-Mabuk, 1989).

Although it is true that some self-help books are geared toward women only, most talk to both genders (see, e.g., Smedes, 1984, 1996). Our studies on participants with postabortion emotional effects (Coyle & Enright, 1997) and on those with coronary artery disease were exclusively with men. Our studies of participants in drug rehabilitation (Lin, Mack, Enright, Krahn, & Baskin, 2004) and of adult children of alcoholics (Osterndorf, Enright, Holter, & Klatt, 2011) include both men and women.

One cannot help but see a particular assumption in the argument that targeting women for forgiveness is a gender bias. The argument seems to imply that forgiving is a way for the offender to keep a sinister control over the forgiver. If forgiving led automatically to reconciliation, then the argument would have weight. We already saw, however, that forgiving an offense and reconciling with an offender are two separate issues. The argument has a false first premise, that forgiveness and reconciliation are synonymous.

If, on the other hand, forgiving is a choice freely made and, once made, releases one from a host of psychological problems, then a predominant focus on women would actually be a bias against men. In actuality, however, forgiveness therapy and research target both genders. 

Robert

Enright, Robert D.; Fitzgibbons, Richard P.. Forgiveness Therapy (Kindle Locations 5182-5198). American Psychological Association (APA). Kindle Edition.

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Forgive — for Your Own Mental Health

Mad In America Foundation, Cambridge, MA – The more forgiving people are, the fewer symptoms of mental disorders they experience, according to a study published in the Journal of Health PsychologyThe researchers suggested that teaching forgiveness, particularly at an early stage in one’s life, may be a valuable mental health early intervention strategy. 

A team of four psychologists led by noted forgiveness researcher Loren Toussaint recruited 148 young adults from a Midwest liberal arts college for the 2014 study.  The team’s analysis essentially confirmed the rationale and methodology being used by Dr. Robert Enright for the past 17 years to teach his Forgiveness Education Programs to children in countries around the world.

The researchers wrote that their findings “show for the first time that forgivingness is a strong, independent predictor of mental and physical health…” Specifically, regardless of the types and levels of stresses the participants reported, the researchers found greater forgiving tendencies linked to fewer negative mental health symptoms. “Forgivingness” is a general tendency to forgive; it does not assess the degree of actual forgiving toward people who acted unjustly. . .

“[W]e found that lifetime stress severity was unrelated to mental health for persons who were highest in forgivingness and most strongly related to poorer mental health for participants exhibiting the lowest levels of forgivingness,” wrote the researchers.

The researchers did not study how or why this correlation may exist, but hypothesized that “forgiving individuals may have a more adaptive or extensive repertoire of coping strategies and that forgivingness may facilitate healthier behaviors in the aftermath of major life stress.”

“To the extent that forgiveness training can promote a more forgiving coping style, then these interventions may help reduce stress-related disease and improve human health. Such interventions may be particularly beneficial when delivered as a prevention strategy in early life, before  individuals are exposed to major adulthood life  stressors,” the researchers concluded.

Students at Hazelwood Integrated Primary School in Belfast, Northern Ireland, learn about forgiveness principles.

Dr. Enright, founder of the International Forgiveness Institute, began teaching Forgiveness Education 17-years ago in six grade-school classrooms in Belfast, Northern Ireland. While that program is still operating in Belfast, the Forgiveness Education Curriculum Guides developed by Dr. Enright and his associates for students in Pre-School through 12th Grade, are now in use in more than 30 countries around the world including Liberia, Ghana and Nigeria (West Africa), Kenya and Rwanda (Africa), Colombia and Brazil (South America), Israel, Palestine, and Iran (Middle East), China and the Philippines (Asia), Greece and the Czech Republic (Europe), as well as Canada, Mexico and the US. 


Learn more about the study: Effects of lifetime stress exposure on mental and physical health in young adulthood: How stress degrades and forgiveness protects health (Toussaint, Loren et al. Journal of Health Psychology. Published online before print August 19, 2014, doi: 10.1177/1359105314544132).

The Mad in America Foundation is a not-for-profit organization whose “mission is to serve as a catalyst for rethinking psychiatric care in the United States (and abroad). We believe that the current drug-based paradigm of care has failed our society, and that scientific research, as well as the lived experience of those who have been diagnosed with a psychiatric disorder, calls for profound change.”


Resources on the International Forgiveness Institute website:

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I am feeling hopeless. I know people forgive to restore peace in a relationship, but that is not possible for me. What do you suggest?

Reasons for forgiveness go beyond only a restored relationship.  You can forgive because it is good in and of itself.  You can forgive to rid yourself of resentment. You can forgive to pass the insights on how to forgive to your children.  Thus, even if a restored relationship is not possible, you still may forgive if you choose to do this.  Our research shows that as people forgive, their sense of hope increases in a statistically-significant way.  You need not remain with a sense of hopelessness.

Learn more at 8 Reasons to Forgive.

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I have been divorced for 10 years. I can honestly say that I no longer have what you call “toxic anger” toward my ex-spouse. I never actually engaged in the forgiveness process. I kind of just let it go and the anger went away, too. Do you think I still need to consider forgiveness?

A researcher, Judith Wallerstein, did a longitudinal study of divorced people and she found that, even 10 years after divorce, many people still were fuming with anger.  This does not seem to be the case for you. If you carefully examine your level of anger, including the possibility that you are not denying the depth of your anger, then it is possible that you have, as you say, moved on without excessive anger.  If, on the other hand, the anger should again surface for you, then you do have the possibility of beginning the forgiveness process.  It never is too late to forgive if you think you need to do this.

Learn more at Forgiveness for Couples.
Learn more about Wallerstein’s Research on Divorce.

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The Eight Principles Underlying Forgiveness Education

We considered eight principles when devising forgiveness education:

  1. The learning should take place in a non-stressful environment, such as a family setting or a classroom.
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  2. What is discussed initially does not center personally on the child but instead on story characters. The child sees first that story characters have conflicts. Next, the child sees that there are many ways to solve and deal with conflicts and that forgiveness is one of those ways. Next, the child sees that forgiveness does not directly solve a situation of injustice. Instead, forgiveness is one way of dealing with the consequences of injustice.
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  3. Once a child understands what forgiveness is and what it is not and understands the nature of interpersonal conflict (when one person acts badly, others can be hurt), he or she is ready to explore the pathway of forgiveness, the “how to” of forgiveness. This, again, is best taught by having the child first see others (story characters) go through forgiveness as a way to model it.
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  4. Then it is time for a child to start trying to forgive someone for a real offense against the child. This is best accomplished initially by choosing a small offense (e.g., being pushed on the playground) and only later building up to more serious injustices.
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  5. As children learn about forgiveness, the instruction should be developmental.

    Forgiveness students at Hazelwood Integrated Primary School in Belfast, Northern Ireland.

    By this we mean that at first the child can see a story character forgiving one other story character for one offense. Then the child should begin to reason that if a story character can forgive one person for one offense, maybe that story character can forgive that same other person again and again, learning to generalize forgiveness across situations.
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  6. Next in the developmental sequence, the child learns that the generalization can occur across divergent other people so that he or she can forgive a variety of people for a variety of offenses.
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  7. Then in adolescence comes the more mature idea that “I can be a

    Students at Mar Elias Educational Institutions in Ibillin, Galilee (Israel) learn about forgiveness.

    forgiving person.” In other words, forgiveness is not just something that one does in a behavioral sense, but instead forgiveness can go beyond actions to an internalized response that is part of the self, part of one’s identity as a person. It is here that the desire to forgive becomes more stable and enthusiasm for this moral virtue begins to develop. It is what Aristotle called “the love of the virtues.”
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  8. Finally, the developmental pathway leads to a motivation of giving forgiveness away to other people in the community. The adolescent, as part of a class assignment, might, for example, consider talking with counselors or families to introduce them to what forgiveness is, how people forgive, and the benefits for self and others when forgiveness is properly understood and practiced.

Robert


Enright, Robert D.; Fitzgibbons, Richard P.. Forgiveness Therapy (Kindle Locations 4377-4399). American Psychological Association (APA). Kindle Edition.

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