It is perfectly legitimate to forgive someone who hurts a family member when you have been hurt by that action. You need not wait until your brother forgives because you are free to offer forgiveness whenever you are ready. Your forgiving the teacher may show your brother that it is possible.
This depends on what the child, who now is an adult, has learned from what was observed about the parents. It is possible that the person might gain wisdom from the parents’ fighting and realize that such a pattern is not healthy. Thus, the person may deliberately commit to not following the parents’ behavior. In contrast, if the person does not reflect on the potentially destructive pattern, then, yes, the person may grow up to show bullying behaviors in school and to repeat the pattern of a conflictual relationship with a partner. In other words, insight along with a commitment to not imitate the conflictual behavior might spare the person from repeating the parents’ behavioral pattern.
A 17-lesson curriculum guide was written by a licensed psychologist and a developmental psychologist for the teachers’ use. Each lesson takes approximately 45 minutes or less and each occurs approximately once per week for the entire class. Additional activities in the guide are provided if a teacher wishes to extend the learning.
In the early years of the program, the teachers were introduced to the ideas of forgiveness and the curricular materials in a workshop directed by the authors of the curriculum or others associated with the project. We envision other methods as the work expands. Audios of the workshop, for example, may become available for download.
Forgiveness is taught by the classroom teachers primarily through the medium of story. Through stories such as Disney’s The Fox and the Hound, Cinderella, Dumbo, and Snow White, the children learn that conflicts arise and that we have a wide range of options to unfair treatment.
The curriculum guide is divided into three parts:
First, the teacher introduces certain concepts that underlie forgiveness (the inherent worth of all people, kindness, respect, generosity, and moral love), without mentioning the word forgiveness.
In Part Two, the children hear stories in which the story characters display instances of inherent worth, kindness, respect, generosity, and moral love (or their opposites of unkindness, disrespect, and stinginess), toward another story character who was unjust.
In Part Three, the teacher helps the children, if they choose, to apply the five principles toward a person who has hurt them.
Throughout the implementation of this program, teachers make the important distinction between learning about forgiveness and choosing to practice it in certain contexts. The program is careful to emphasize the distinction between forgiveness and reconciliation. A child does not reconcile with someone who is potentially harmful, for example. The teachers impress upon the children that the exercises in Part Three of forgiving are not mandatory, but completely optional.
The first-grade curriculum is similar to this one with the exception of the choice of stories. In first grade, the centerpiece stories are from Dr. Seuss.
From Enright, R.D., Knutson, J, & Holter, A. (2006). “Turning from hatred to community friendship: Forgiveness education in post-accord Belfast” – Presented at the 20th Anniversary Conference of the Joan B. Kroc Institute for International Peace Studies, University of Notre Dame, November 7, 2006.
We considered eight principles when devising forgiveness education:
The learning should take place in a non-stressful environment, such as a family setting or a classroom. .
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. .
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. .
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. .
As children learn about forgiveness, the instruction should be developmental.
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. .
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. .
Then in adolescence comes the more mature idea that “I can be a
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.” .
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.
Enright, Robert D.; Fitzgibbons, Richard P.. Forgiveness Therapy (Kindle Locations 4377-4399). American Psychological Association (APA). Kindle Edition.
Without knowing the person’s history, it is not possible to know for certain why one of your friends is consistently showing anger. I suspect two issues. First, the display of anger in the home, when your friend was growing up, might have been high. In other words, angry behavior was demonstrated in the home and implicitly approved as a norm. In other words, the friend learned anger by observing it being modeled in the home. Second, the friend may have been hurt by the anger displays in the home and so there is resentment from the past that is affecting the person now, in the present. If this second scenario is correct, then the friend might benefit from forgiving one of the parents who might have displaced the anger onto your friend while growing up.
We have been helping teachers set up forgiveness education programs since 2002. In our experience, children as young as age 6 can understand the worth of people, including the built-in worth of all people. This is a foundational step in forgiving. Even though young children may not understand the moral virtue of love (serving others for the others’ sake), they nonetheless can see that to forgive is to see the worth in the other and to offer kindness of some kind to the one who offended. As forgiveness education occurs on higher grade levels, then students’ understanding of forgiving as an expression of mercy can become more sophisticated.
Learn more about Forgiveness Education for Children at: Curriculum
The Arizona Republic, azcentral.com – You’ve probably read or heard the story, but it’s worth repeating with a final twist.
In the early morning hours of June 5, 2002 — the day after she received awards for excellence in physical fitness and academics at Bryant Middle School in Salt Lake City, Utah — 14-year-old Elizabeth Smart was kidnapped from her home at knifepoint. The next day, the FBI told her parents, “If she’s not home in the first 48 hours, she’s probably not coming home.”
Smart did not return home quickly despite a massive regional search effort involving up to 2,000 volunteers each day, as well as dogs and planes. The search continued for weeks.
Her abductors, homeless street preacher Brian David Mitchell and his wife Wanda Barzee, held her at encampments in the woods 18 miles from her home and in San Diego County, CA. They kept her shackled to a tree with a metal cable to keep her from escaping.
Nine agonizing months of captivity
Mitchell repeatedly raped Smart during her captivity, sometimes multiple times daily, told her she would never see her family again if she tried to escape, and regularly threatened to kill her. He often forced her to drink alcohol and take drugs to lower her resistance, and he both starved her and fed her garbage.
Smart endured the unimaginable for nine agonizing months before she was spotted with Mitchell and Barzee in Sandy, Utah, on March 12, 2003 by a couple who had seen Mitchell’s photos on the news. Smart – disguised in a gray wig, sunglasses, and veil – was recognized by officers during questioning, and Mitchell and Barzee were arrested.
After years of delays and mental evaluations, Mitchell was found guilty of kidnapping and transporting a minor across state lines with intent to engage in sexual activity. On December 11, 2010, he was sentenced to life in prison without the possibility of parole. For her role, Barzee eventually was sentenced to concurrent terms of fifteen years in state and federal prison.
Forgiveness is not acceptance
For Smart, the ordeal carried a heavy price tag but she says she has long since forgiven her captors and has not allowed it to define her life. During a recent presentation at Indiana University Kokomo, she explained it this way:
“When I look in the mirror, I don’t see a victim anymore. I see an activist, I see a wife, I see a mother, I see a friend, I see someone I’m proud to be.
It’s not what happens to us, it’s what we decide to do next, how we move forward, how we pursue our lives.
It’s not the acceptance of the action done against you. I don’t think forgiveness is saying, ‘It’s OK that you raped me.’ It’s not saying, ‘We’re going to be friends now.’
I will never be OK with the act of rape. There is no circumstance on earth in which I will say rape is OK.
It is not that you accepted the evil that was done to you. It is an acknowledgment that it has happened, and that you have dealt with your anger, your grief, and your pain, and you are able to then move on.
It’s loving yourself enough to let go of your pain and move forward.
If I get to the end of my life, if I die, and I find out religion is one big lie, I still won’t regret it because it’s helped me to live a better life, to be a better person, to care about people, to believe in forgiveness, to believe in hope.”
Since her abduction, Smart has gone on to become an advocate for missing persons and victims of sexual assault. With encouragement from her family, Smart has stepped into the public eye, writing two best-selling books, and lobbying with her father for laws to protect children including the Protect Act of 2003.
Smart also founded the Elizabeth Smart Foundation, to raise awareness of predatory child crimes. She is now married to Matthew Gilmour; the couple has two young children.