Tagged: “Love”
Questioning the Ubiquitous Statement, “Forgiveness Is What You Do for Yourself, Not for the Other”
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In perusing the internet lately for news on forgiveness, I was faced at least occasionally with the statement in the title above. More than a few people post this idea that forgiveness is centered on the self and not no the one who behaved unjustly.
Let’s carefully examine this statement about forgiveness for the self and see how it goes.
If forgiveness is for ourselves and not for the one who behaved unjustly, then forgiveness is not one of the moral virtues along with justice, patience, compassion, and love if it is not “for other people.” So what is it? The “for ourselves” statement limits forgiveness to a self-help psychological strategy for emotional healing. It would seem that we are free to ignore, disregard, or show no concern for the people who have wronged us if they are not included in this healing equation. To forgive, then, could be to dismiss.
Such a perspective then takes away the paradox of forgiveness. The paradox is this: As we focus on the other person and strive for empathy, compassion, and a wider view of who this person is beyond the injustice, our own hearts begin to soften toward that other person. As the heart softens, the resentment, which is a nagging and persistent deep anger, begins to lessen. Over time, as we focus this goodness on the other it is we ourselves, as forgivers of the other, who begin to heal. Do you see the very large distinction between focusing on the other with a sense of goodness, which is the essence of forgiveness, and one important consequence of forgiving? The consequence, paradoxically, is that as we strive for goodness expressly toward the other person, it is we as forgivers who heal.
We must not confuse what forgiveness is with a consequence of what forgiveness accomplishes. Forgiveness is what we do in goodness toward the offending person. An important consequence of such a focus on the other is that we experience emotional healing.
Helping Abused Adolescents, Who Are in Corrections, to Forgive
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Drs. Wongeun Ji and Robert Enright this month had a research study published in the Journal of Family Trauma, Child Custody, and Child Development. The study highlights the importance of being aware of the traumas suffered by these young people prior to their crimes, arrest, conviction, and imprisonment. It also highlights the effectiveness of a forgiveness program in reversing the negative effects of such trauma.
This study examined the effectiveness of a forgiveness education program for incarcerated female adolescents in South Korea who suffered from attachment disorders, adverse childhood experiences (ACEs), and the psychological compromise of anger, anxiety, and depression. A total of 27 female offenders were randomly assigned to a forgiveness treatment or the standard programs offered at this particular institution. Both groups first were screened to be sure that each participant was high on the “adverse childhood experiences.” Each participant also was screened to be sure that she had significant psychological challenges, such as heightened anger and anxiety. In the end, there were 10 participants in the forgiveness experimental group and eight in the control group because some dropped out or did not want to fill out the post-test questionnaires. The forgiveness program lasted for four weeks, with the participants meeting as a group daily for five days each week, except for the final week in which three days were allotted for the program. They met for about 50 minutes for each forgiveness class, which focused on what forgiveness is and is not and the practice of kindness, respect, generosity, and love toward those who act unjustly. The instruction focused on story characters and people (through video reports) who have struggled to forgive. Group discussion followed the presentation of the stories or videos. Participants were encouraged to reflect on their family trauma, but to protect each person’s privacy, the participants were asked not to verbally share those family traumas within the group because this was an educational program, not a psychotherapy program.
When compared to the control group, the participants in the forgiveness treatment group demonstrated more decreases in anxiety and anger and increases in forgiveness and mother attachment. The study also discussed how staff members could serve as substitute attachment figures and promote better attachment outcomes. The results highlight the need for forgiveness programs in corrections because they allow the participants to heal from past traumas that may be contributing to the acting out of their frustrations onto other people.
It is unfortunate that too many correctional facilities do not yet see the strong utility of first giving forgiveness interventions to those imprisoned so that they can reduce anger and anxiety and, therefore, be more open to traditional rehabilitation approaches. After all, the control group had the usual corrections programs and they were not effective. The same kind of ineffective outcome with the usual corrections program occurred in the study with men in a maximum-security correctional context (Yu, L., Gambaro, M., Song, J., Teslik, M., Song, M., Komoski, M.C., Wollner, B., & Enright, R.D. [2021]. Forgiveness therapy in a maximum-security correctional institution: A randomized clinical trial. Clinical Psychology and Psychotherapy.) In other words, in two research studies to date, the hand-picked approaches by those in authority within the institutions created programs that, by themselves, do not work. In contrast, in each of these two studies, the forgiveness program was successful in enhancing psychological well-being.
The full article describing the above study in South Korea can be read here on the online version of the Journal of Family Trauma, Child Custody, and Child Development.
The reference to that work in South Korea is:
Ji, W. & Enright, R.D. (2024). Forgiveness in juvenile corrections: An exploratory study on Korean female youth offenders. Journal of Family Trauma, Child Custody, and Child Development. https://doi.org/10.1080/26904586.2024.2436967
Forgiveness Gives Light
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I was surprised this past summer when I read negative commentaries about forgiveness coming from major media outlets. As I argued on August 21, 2024 within this blog site, those criticizing forgiveness were misunderstanding what it is, confusing it, for example, with automatic reconciliation or being pressured into it as a norm that makes people miserable.
In this essay, I would like to take a different approach. Instead of dwelling on the darkness of misunderstanding, I would like to consider what forgiveness actually is when freely chosen and embraced by those who have been poorly treated.
Let us start with an analogy. We are in a dark room, and it is hard to see anything at all. In comes a little child who goes over to a bureau, picks up a candle, and carries it to you along with a match. “Would you light this candle for me, please?” the child requests. As you strike the match and unite it with the candle’s wick, all of a sudden there is bright light where there was darkness. You can see the smiling child clearly. You can see the paintings on the wall and the soft furniture, welcoming you to sit down and relax.
Forgiveness is like the lighted candle. At first, our hearts seem darkened by the injustices we suffer. That darkness almost seems as if it will be part of our identity, a part of who we are as persons. Yet, when we forgive, we offer goodness to those who have not been good to us. We offer them the light of a second chance. We offer them a view that they have worth despite what they did. We offer them light.
At the same time, and our science shows this over and over, as a person willingly and patiently gives this light of forgiveness to others, the darkness in one’s own heart fades, and the light of love can and does replace it. As that light shines onto the offending other person, it also finds its way into the hearts of our loved ones as we no longer displace our anger, our darkness, onto them.
As we give the light of forgiveness to others, that light can remain in their hearts and gives them a chance to pass that light of love to even more people. Have you ever thought of forgiveness this way? As you give the light of goodness to others, your light can be passed from one person to another, even from one generation to another. That one candle, lit in one dark room, can continue to shine across time and into many hearts.
Forgiveness is not the darkness of forced reconciliation or forced and phony empathy. When fostered and given freely to others, it is one of the most extraordinary forms of humanity.
Welcome to the light of forgiveness. May your light of forgiveness shine this Thanksgiving weekend…..and well beyond that to others.
On the Necessity for Forgiveness Education
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When I first started to study forgiveness as a possible scientific topic, I was surprised to find no empirically-based publications on the topic of person-to-person forgiving. There were studies on apology and some non-empirical publications regarding forgiveness in therapy, but none examining forgiving with the use of statistics. In other words, psychological science, as supposedly centered on a helping profession, managed to avoid the scientific investigation of forgiving since the late 19th century. Such neglect was not due to the irrelevance of forgiving, but instead to psychological scientists failing to have sufficient insight to see the relevance of this topic for their profession.
All this has changed since the first empirically-based forgiveness publication appeared in 1989 (Enright, Santos, & Al-Mabuk, 1989).
Now there are thousands of research articles from a wide variety of scientists showing the relevance of forgiving for well-being after the person has suffered the negative effects of unjust treatment by others (Akhtar & Barlow, 2018; Enright & Fitzgibbons, 2024).
We now are faced with an analogous situation with regard to the implementation of forgiveness education. This is not an exact parallel situation with the empirical science of forgiving because much science on forgiveness education already has been done (Rapp et al., 2021). Instead, the issue centers on the implementation of forgiveness as an important component of elementary school, middle school, and high school education. The science of forgiveness education has been summarized by Rapp et al. (2021) with this conclusion: When 1,472 students across 10 countries have undergone forgiveness education, there is a statistically significant cause-and-effect association between engaging in forgiveness education and increasing a student’s level of forgiveness toward someone who acted unfairly as well as a reduction in anger in general. In other words, learning about forgiveness and its process can induce more forgiving in the human heart and reduce anger that could have been displaced onto others in the family or the classroom.
We should consider the need for universal forgiveness education by reflecting on this question: What is the main purpose of education? It seems that the answer is this: Education is supposed to help students prepare for adulthood by learning to read, do addition and subtraction so they can keep track of funds and other important inventories, and be cooperative members of society.
Yet, education almost never asks teachers to prepare students for the deep injustices that likely will visit them as adults. Here is one example I encountered: A 35-year-old woman was unexpectedly faced with her husband abandoning her and their two young children. She told me that she now has to find a job and continue raising the children alone as she confronts the rising anger and mourning that have befallen her. “I want to forgive,” she told me, “but I do not know how.”
What if this woman had forgiveness education as a child and adolescent? She now would be ready to forgive, to reduce her rising anger, to have more energy, and to raise her children with more focus. Forgiveness education would have prepared her for this.
Is learning how to read, to balance a checkbook, or to know the capital of Madagascar the only kind of preparation we should be giving children? Should we be expanding our vision of education, as we have with psychological science, to now make room for forgiveness education in the classroom?
It is time. It is more than time because it is long past time that forgiveness is seen as necessary for good preparation in being a thriving adult.
References
Akhtar, S. & Barlow, J. (2018). Forgiveness therapy for the promotion of mental well-being: A systematic review and meta-analysis. Trauma, Violence, & Abuse, 19(1), 107-122.
Enright, R.D. & Fitzgibbons, R.P. (2024). Forgiveness therapy. APA Books.
Enright, R. D., Santos, M., & Al-Mabuk, R. (1989). The adolescent as forgiver. Journal of Adolescence, 12, 95-110.
Rapp, H., Wang Xu, J., & Enright, R.D. (2022). A meta-analysis of forgiveness education interventions’ effects on forgiveness and anger in children and adolescents. Child Development, 93, 1249-1269.
A Call for Corrections to Truly Engage in Correction for Those Imprisoned
I must admit to being surprised by the reaction of so many administrators of correctional institutions. Here is what I mean. I know of three different groups, with many years of experience in the science of forgiveness, that recently have contacted corrections officials to request research programs to aid imprisoned people, who have been treated unjustly in the past, to learn to forgive so that their resentment can be reduced. With their reduced resentment, those imprisoned who have been beaten down in the past may be less likely to displace that rage onto others. Yet, the three different groups mentioned above have been rejected or at least met with ambivalence when requesting, at no charge to the institution, forgiveness programs for the inmates. This negative reaction has occurred in a country in Western Europe, in an Asian country, and in the United States. In each case, trained personnel outside of the institution would implement the forgiveness programs. Further, trained personnel outside the institution would give the pretest and post-test questionnaires so that only a very limited amount of time would be required by any of the professionals within the institution. Yet, the rejections and ambivalence remain.
It seems, and to me this is a tragedy, that those in charge, who could say yes to such forgiveness programs, just do not see the importance of such rehabilitation. We do have scientific evidence that such forgiveness programs work well in correctional institutions when we are given the chance to implement them. You can read about this success here in an earlier blog on this website:
All is not negative in this case of corrections. We are communicating with researchers in Brazil, Spain, and Israel who are interested in helping the imprisoned or those recently released. The voice of one released and who engaged in a forgiveness program has been captured on film from an international conference in July of 2022. His name is Sylvester Jackson. Take a look at his testimony and then ask yourself: Is it time for corrections administrators to see this new approach and welcome it for the sake of the imprisoned and all who could fall victim to their rage?
It is time.
