The man Time magazine called “the forgiveness trailblazer” because of his groundbreaking forgiveness research, has just returned from a five-week international speaking tour during which he provided specialized forgiveness workshops and presentations to such diverse audiences as prison administrators and correctional facility innovators, cancer doctors and oncology specialists, and educational pioneers.
In addition to private meetings in some of the more than 30 countries where he has helped establish elementary and high school Forgiveness Education Programs in the past few years, his formal presentation schedule on this most-recent tour included stops at Ramat Gan, Israel; Bratislava, Slovakia; and Belfast, Northern Ireland.
Those presentations included:
“Forgiveness Therapy for The Imprisoned: From Practice to Research Outcomes” on January 9 during the Restorative Justice, Forgiveness, and Prisoners Conference at Bar Ilan University in Ramat Gan, Israel–a short distance from Tel Aviv.
“Forgiveness Education for Our Students” on Feb. 1 during the 12-day forgiveness-focused extravaganza in Belfast, Northern Ireland called the 4Corners Festivalthat ran from Jan. 30 through Feb. 10. The theme for the 2019 Festival was “Scandalous Forgiveness.”Dr. Enright selected Belfast as the first city in which he would test his forgiveness education curriculum methodology. That was 17-years ago and the Program continues to this day.♥
“Opening the Door to Forgiveness” – A UW law program brings the victims of violent crimes face-to-face with the people who hurt them, proving that human compassion resides in the most unlikely places; On Wisconsin magazine.
Art Linkletter was a Canadian-born entertainer whose CBS radio and television show called House Party first aired shortly after the end of World War II and ran 5-days per week continuously for more than 25 years. The show’s best-remembered segment was a feature called “Kids Say the Darndest Things” in which Linkletter interviewed schoolchildren whose candid remarks provided some of his shows most precious, and hilarious, moments.
Like Linkletter, educational psychology professor Dr. Suzanne Freedman gathered lots of cute and insightful anecdotes when she recently taught two classes of 5th graders about inherent worth, moral love, kindness, respect, and generosity—the five basic components of forgiveness. Here are some of their unedited comments:
Forgiveness has made me more calm and given me more chances in life instead of death.
We are all the same when we take our skin off.
Don’t be mean to others. Even if people you know are mean to you, you can still be nice to them.
Forgiveness is one step closer to healing. When you forgive you can put it in the past.
I like forgiveness because it taught us how to not wait till it’s too late to forgive.
Forgiveness helped me be nicer to my brother and friends.
During the 27-year run of “Kids Say the Darndest Things,” Linkletter interviewed an estimated 23,000 children. The popularity of the segment led to a TV series with the same title, seven books (including Linkletter’s first book by the same title), spin-off TV shows in seven countries, and a number one record hit by country music superstar Tammy Wynette called “Kids Say the Darndest Things.”
On one of his more inspirational programs, Linkletter asked a four-year old if she knew how to pray. She immediately began saying the Our Father which included this nugget: “And forgive us our trash baskets as we forgive those who put trash in our baskets.”
Here are more of the darndest things kids like that little girl told Dr. Freedman:
You could always give a person that is mean to you a second chance because maybe the person that is being mean is having a bad day or got in an argument with their best friend.
Even though somebody is being mean to you, you could still forgive them.
It doesn’t matter if you are a different religion or have different colored eyes because everyone is the same person underneath.
When you have empathy you want to know how they feel and then you can put your feet in their shoes, and if you are getting bullied you can turn them into a friend by knowing how they feel.
Revenge is not part of forgiveness.
Dr. Freedman, a professor at the University of Northern Iowa in Cedar Falls, Iowa, gathered those anecdotes while conducting a forgiveness education research project with two classes of 5th grade elementary school students attending a low-income school in a Midwestern community. She instructed each class for one 30-minute lesson each week for 10 weeks with two days of pre-testing and two days of post-testing. Each class was composed of 25 ten- and eleven-year-old students representing a diverse group of races and ethnicities.
Quantitative results from Dr. Freedman’s research project demonstrated that students increased significantly in their forgiveness toward a specific offender and showed significant increases in their knowledge of forgiveness from pre-test to post-test.
Qualitative results from the study illustrated that students both enjoyed and benefited from the forgiveness education curriculum. Specifically, when asked what they learned about forgiveness education, 14 students reported that the forgiveness education “helped them learn to forgive someone.” Other comments included: “I like forgiveness because in the future we will meet other people that we do not like but we still need to forgive them;” and; “It helps me forgive people when they make bad choices.”
“This study illustrates the potential of forgiveness education to improve elementary school students’ psychological well-being and interpersonal relations as well as the importance of including forgiveness education in the school curriculum,”according to Dr. Freedman.
“Students who learn how to forgive and decrease their anger in healthy ways will be less likely to be involved in bullying and other violent acts. This research is encouraging and needs to be replicated with additional populations of children and adolescents.”
One could add that the study proves kids do indeed say the darndest things. . .♥
Recent statistics illustrate an increase in elementary school children dying by suicide (Dillard, 2018). Three nine-year old children took their own lives this past year and bullying was related to all three deaths. Hate incidents at school are increasing at alarming rates although most incidents of hate are not reported. Along with increases in suicide and suicide ideation, anxiety and depression in youth are on the rise (Dillard, 2018).
Helping students develop empathy toward others is a key strategy in bullying prevention and intervention and according to a recent NY Times article (Brody, 2018), it is critical that we help kids develop empathy early in their lives. Social emotional learning (SEL)programs that include a focus on empathy and regulation of emotions are being recognized as an important part of the school curriculum for all students (Zakrzeski, 2014) and based on recent statistics, there is a need for more SEL programs in schools today.
According to Cook-Deegan (2018), social-emotional learning teaches the key attitudes and skills necessary for understanding and managing emotions, listening, feeling and showing empathy for others, and making thoughtful, responsible decisions. Research illustrates that including social-emotional learning (SEL) in the curriculum is good for both students and their teachers (Zakrzeski, 2014). Forgiveness education, with its focus on recognizing and validating students’ anger as well as teaching students to express emotions in a healthy way, understand the perspective of others, recognize the humanity in all, and increase empathy and compassion, is one form of social-emotional learning that is currently being investigated by researchers (Enright., Knutson, Holter., Baskin, & Knutson, 2007; Freedman, 2018).
The forgiveness education research project described here was based on a quasi-experimental pre-test post-test design with two classes of 5th grade elementary school students attending a low-income school in a Midwestern community. There were approximately 25 ten and eleven-year old students in each class representing a diverse group of races and ethnicities.
The forgiveness education curriculum consisted of 10 weekly lessons of 30 minutes in duration with two days of pre-testing and two days of post-testing. Although all students received the forgiveness education, only the students who returned signed consent forms from their parents completed pre and post-tests (30 out of 50 students total – 16 students in one class and 14 students in another class).
The forgiveness education was taught by the researcher (and author of this blog) and occurred in each classroom on different days of the week. The same weekly lesson was taught in each classroom and the forgiveness education curriculum was based on Enright’s four-phase, 20-unit process model. Selected children’s literature was used to teach and illustrate forgiveness and related concepts to the students.
Certain principles from the chapter, “Helping Children and Adolescents Forgive”, in Enright’s (2001) book, Forgiveness is a Choice, guided the education. First, the idea that it is always the child’s choice to forgive was highlighted. Second, the curriculum was developed with the understanding that children may not understand forgiveness in the same was as adults. Third, the point that forgiving and reconciling are not the same thing was emphasized. Fourth, the rationale for this education and research project was based on the realization that if children are going to learn about forgiveness they need to be educated about it and know that it exists as an option as well as the knowledge that children learn more deeply when challenged and encouraged.
After the project, quantitative results illustrated that students increased significantly in their forgiveness toward a specific offender from pre-test to post-test. Students reported being hurt by friends, siblings, mothers and other students. Students also showed significant increases in their knowledge of forgiveness from pre-test to post-test.
Qualitative results illustrated that students both enjoyed and benefited from the forgiveness education curriculum. Specifically, when asked about what they learned and enjoyed about the forgiveness education, 14 students reported that the forgiveness education “helped them learn to forgive someone”.
Specific statements included, “I like forgiveness because in the future we will meet other people that we do not like but we still need to forgive them”; “Forgiveness has helped me forgive people I couldn’t forgive in a long time”, “It helps me forgive people when they make bad choices”; and “I liked learning because I have learned how to forgive someone like I am trying to forgive someone right now”.
Ten students reported that learning about forgiveness helped them know more about “being nice and showing kindness to others”. Specific comments included, “Even if people you know are mean to you, you can still be nice to them. Don’t be mean to others”; “It helped me be nicer to my brother and friends”; and “You could always give a person that is mean to you a second chance because maybe the person that is being mean is having a bad day or got in an argument with their best friend”.
Nine students also reported that they “learned more about bullying” from the forgiveness education. Specific comments included, “Some bullies get bullied so they are letting their anger out on somebody else”; “People are just hurt inside when they bully”; Even though somebody is being mean to you, you could still forgive them”; and “When you have empathy you want to know how they feel and then you can put your feet in their shoes, and if you are getting bullied you can turn them into a friend by knowing how they feel”.
Seven students reported that they “learned ways to calm down and let go of anger as a result of the forgiveness education. Six students stated that the forgiveness education taught them that “we are all the same underneath”. Another six students reported that they “learned about empathy”. Additional responses by more than one student included, “Forgiving is hard”; “Forgiveness is a choice”; “You don’t need an apology”; Forgiving takes time”; “Forgive but not forget”; and “Revenge is not part of forgiveness”.
This study illustrates the potential of forgiveness education to improve elementary school students’ psychological well-being and interpersonal relations as well as the importance of including forgiveness education in the school curriculum. Students who learn how to forgive and decrease their anger in healthy ways will be less likely to be involved in bullying and other violent acts (Freedman, 2018). This research is encouraging and needs to be replicated with additional populations of children and adolescents.
“This Forgiveness Therapy CE course has been one of the most challenging educational efforts I have been able to finish. ‘Finish’ in the sense that I completed the assignments. However, I refer back to the book and the chapter summaries when I run into situations that involve anger, and therefore (potentially) forgiveness.
“At first, I thought that I was most challenged by having to recall and remember the counseling and psychological concepts and practices that we learn and integrate into healthcare chaplaincy. Then, I realized that this non-theological approach to understanding and practicing forgiveness necessarily has to address some basictheological concepts – such as right and wrong, moral thought and action, and moral character that some will say points to the character of a transcendent God, etc.
“This course has also challenged me to face and to encourage others to face the painful interactional/social nature of how we live. Most of our hurts come from others, and facing that and trying to make that better takes work and courage. In other words, I hear so many people talk of having to forgive themselves for how they have failed themselves. I wonder if this is be a way of avoiding having to face the hurt, anger, and deep sadness that can be dealt with through courageous self-examination, confrontation with others, the willingness to risk disappointment and “non-closure,” and to keep growing and maturing.
Overall, as a healthcare chaplain and a clergy person, the Forgiveness Therapy course equips me to think about and to work with forgiveness in a practical way that bridges the gap between the theology and theory and the everyday need for many to start to do something more constructive with their anger.”
Forgiveness Therapy, the online CE Course, is based on the book by the same title written by psychologist Dr. Robert Enright and psychiatrist Dr. Richard Fitzgibbons, director of the Institute for Marital Healing outside Philadelphia, PA. The 15-lesson course was developed by Dr. Enright and Dr. Elizabeth Gassin, Professor of Educational Psychology at Olivet Nazarene University, Bourbonnais, IL. Although primarily designed for licensed psychologists, the course has also proven beneficial for ministers, psychiatrists, social workers, nurses, and other professional counselors who have completed it.
The International Forgiveness Institute is approved by the American Psychological Association to sponsor continuing education for psychologists. The International Forgiveness Institute maintains responsibility for this program and its content.
Dr. Robert Enright boarded an international jetliner today to take his scientifically-verified Forgiveness Therapy and Education programs onto the world stage as he does at the start of each New Year. The 2019 excursion includes presentations and working sessions in Israel, the Philippines, Slovakia, and Northern Ireland.
Bar Ilan University is the largest, the fastest growing, and one of the highest-rated academic institutions in Israel with more than 32,000 students. It has a well-respected history of involvement with with criminal justice initiatives, is a member of the International Institute for Restorative Practices, and hosted the 2006 International Conference on Violence and Restorative Justice.
Dr. Enright was asked to be a keynote speaker at the Israeli conference because of the success his forgiveness therapy methodologies have had when adapted for use with inmates in maximum-security prisons over the past five years.
“Forgiveness therapy is beginning to gain traction in prisons because counselors are beginning to see that it is one of the few approaches to corrections that actually works,” Dr. Enright wrote in a recent blog post entitled Reflections from Prison: “Forgiveness Saved my Life.”
“For many prisoners, the abuse an inmate typically experienced as a young man turned to a poisonous anger which was destroying him and his life,” Dr. Enright explains. “Through forgiveness therapy, the heart softens toward those who are cruel and one’s own inner poisons find an antidote in growing compassion. And it works.”
Forgiveness Therapy for Patients with Blood Cancers in Slovakia
Seven days after his discussions at Bar Ilan University, Dr. Enright switches forgiveness gears with a presentation on Jan.16 entitled, “Forgiveness Therapy for Patients with Blood Cancers” to physicians and health researchers inBratislava, Slovakia–-the capital of the Slovak Republic, which is also referred to as the “Beauty on the Danube.”
Additionally, cancer survival rates in Slovakia are significantly lower than those of most other European Union member states. That makes physicians there anxious to dialogue with Dr. Enright about his research on the improved well-being of cancer patients who have significantly reduced their anger through forgiveness–research he first started in 2008 with elderly terminally-ill cancer patients.
“Perhaps it is time for both medicine and psychology to unite in a new angle in the fight against certain cancers by continuing to examine the anger-cancer link,” Dr. Enright wrote in his blog “Finding ways of reducing anger may be part of a regimen for cancer prevention and treatment.”
“Anyone can get cancer. So make peace with yourself and others,” explains Rev. LaWanda Long, MDiv, Chaplain at CTCA Atlanta. “Forgive others and let go of past hurts and offenses. You do not have time to continue to invest in emotional pain that may be draining you spiritually. Let it go. Forgive and live.”
17 Years of Forgiveness Education for Belfast Students
Before returning to the US in early February, Dr. Enright will once more shift forgiveness gears by conducting a half-day workshop for educators in Belfast, Northern Ireland. “Forgiveness Education for Our Students” will focus on the forgiveness curriculum guides he has developed for students in pre-kindergarten through 12th grade which have been used continuously in many Belfast schools since Dr. Enright established his first program there 17 years ago.
That workshop is just one small part of a 12-day forgiveness-focused extravaganza in Belfast called the 4Corners Festival that runs from Jan. 30 through Feb. 10. The theme for the 2019 Festival is “Scandalous Forgiveness.” According to the event website, the Festival, “seeks to inspire people from across the city to transform it for the peace and prosperity of all. It consists of innovative events designed to entice people out of their own ‘corners’ of the city and into new places where they will encounter new perspectives, new ideas, and new friends.”The 2019 event will be the city’s 7th annual Festival. It includes a range of events featuring discussion, music, prayer, drama, poetry and story-telling in venues across the city of Belfast. The Festival was conceived by a group of Christians who wanted to promote unity and reconciliation in the midst of the city’s troubled past.
The widely-known “Troubles” in Northern Ireland during the late 20th century resulted in more than 3,600 deaths with thousands more injured during 30-years of conflict. Because of the past animosity between Catholics and Protestants in Northern Ireland, Dr. Enright selected Belfast as the first city in which he would test his forgiveness education curriculum methodology. That was 17-years ago and the Program continues to this day.
“The Forgiveness Education Program helped these students reduce in anger and hostile attribution, and increase in empathy. Their academic grades improved and they reduced in behavioral aggression and delinquency.”
Additional stops on Dr. Enright’s tour include: 1) Manila, the capital of the Philippines–a tropical Southeast Asian country composed of more than 7,100 islands that are home to more than 98 million people–where he will meet with non-profit and religious leaders who are proposing to expand Forgiveness Education throughout the country from its current base in Manila and neighboring Quezon City; and, 2) While in Israel, he will visit with educators in Bethlehem and the West Bank where the IFI established a program last year that teaches forgiveness to both Christian and Muslim students and young adults.♥
Read an unsolicited article written by an inmate in the Columbia Correctional Institution at Portage, Wisconsin, who says the Forgiveness Education program “is the best program I have ever been associated with. . .”Prison Inmate Tames Anger Through Forgiveness.
Watch a short video about the amazing power forgiveness has had on one woman’s life and her battle with cancer. “If I hadn’t learned to forgive,”says Jayne Valseca, a CTCA cancer patient who was essentially given a death sentence, “I may not even be alive today.”Watch the video here.
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 theJournal of Health Psychology. The 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 researcherLoren 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 Enrightfor the past 17 years to teach his Forgiveness Education Programsto 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.
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. ♥
TheMad in America Foundationis 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:
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.