Tagged: “forgiveness”
Thank you for your answer to my question about time. Would you please provide here the reference to the Hansen research?
Yes, here is the reference to the Hansen research:
Hansen, M.J., Enright. R.D., Baskin, T.W., & Klatt, J. (2009). A palliative care intervention in forgiveness therapy for elderly terminally-ill cancer patients. Journal of Palliative Care, 25, 51-60.
Here is a copy of that work:
https://internationalforgiveness.com/wp-content/uploads/2021/01/Cancer-Patients.pdf
Don’t you think that time is more important than forgiveness? With patience, won’t angers toward offending people just melt away?
If the offense was deep and the resultant hurts are significant, time alone will not necessarily “melt away” the angers. For example, Mary Hansen did a research study with elderly women in hospice. Some of them were carrying resentments In their hearts for decades before they forgave. Time, in other words, does not necessarily “heal all wounds” as the saying goes.
I don’t get it. How can forgiveness reduce anger in the one who forgives?
Often, when people are treated deeply unjustly by others, they can experience anger and even an ongoing resentment that can last for years. As people forgive, they begin to see the offending person from a broader perspective than just those hurtful actions. As the forgivers see the worth in the one who offended, see the other as truly human, the anger toward this person begins to lessen.
Is forgiving others basically for the self or for the one who offended?
The essence of forgiveness is this: It is a moral virtue and all moral virtues concern the good of others. Therefore, when you forgive, you are doing this for the one who hurt you. A consequence of forgiving is that the self usually experiences well-being. So, forgiveness is an act of goodness toward others with a consequence of a benefit toward the self.
Forgiveness Education Identified by the CDC as a way to “Promote Social, Emotional, and Behavioral Learning”
As described in the abstract in Freedman’s (2018) study, forgiveness education was implemented with 10 at-risk adolescents
Dr. Suzanne Freedman
attending an alternative high school in a Midwestern city. 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. 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.
